The aim of the training was the "Re-shaping" of the Community Leader figure, focusing on the development of attitudes, skills, and behaviours essential for working in the educational field. We worked to help each participant reflect on their role, their social responsibilities, and the goals to be achieved with their target group. The training was an important opportunity for youth workers interested in taking on the role of Group Leader in Youth Exchanges (KA152). Within this context, we encouraged both the growth of partner organisations and the inclusion and innovation processes that strengthen the European identity and local educational networks. The course focused on the personal and professional development of socio-cultural youth workers, who explored new leadership styles through active listening and artistic expression. We proposed an educational method centred first on personal learning needs and then on the needs of the target group, alternating non-formal learning activities with evaluation and feedback moments. The overall framework was social art (Community-Based Art), using tools such as theatre, dance, visual arts and music to stimulate cohesion, dialogue and creativity. Through co-design and shared experiences, participants built common educational visions capable of generating real cultural change within their communities. All activities were carried out using a well-established non-formal education approach: an experiential method that combined personal and group learning, mind-body-emotion balance, clear goal setting, and methodology adapted to the needs of the target group. We fostered an inclusive environment where each participant had the opportunity to express themselves freely. Through this process, we explored social awareness and inclusive education. Participants reflected on the role of the Community Leader as a key figure in building fair, participatory, and transformative educational settings. At the end of the training, participants gained a better understanding of what motivates young people to join Youth Exchanges, how to sustain that motivation, and how to manage potential conflicts or crises within the group. Partner organisations, in turn, benefited from more prepared youth workers, capable of supporting both local and international educational initiatives. Based on the needs that emerged during the process, the goals we achieved included: - Strengthening educational and artistic skills through targeted professional development; - Improving the understanding of the link between formal and non-formal education, developing applicable techniques in youth work; - Providing tools to work with young people with fewer opportunities (social, economic, cultural, linguistic, etc.) and those with Special Educational Needs (SEN); - Increasing competencies in supporting youth mobility activities; - Enhancing English language skills in international educational settings; - Promoting youth entrepreneurship as a tool for professional growth in the education sector; - Clarifying the Group Leader’s responsibilities in every phase of a Youth Exchange (preparation, implementation, dissemination, follow-up); - Boosting motivation and satisfaction in local educational work with meaningful impact on international projects. In short, the experience contributed to redefining the role of the Community Leader in a European key, valuing the educational, inclusive and artistic dimensions of leadership. Participants returned to their local communities with deeper awareness, concrete skills, and new tools to use in their everyday youth work.