Through the implementation of the Erasmus+ Youth accreditation projects in 2024–2025 — 4Thinking, 4Learning, and 4Safety — our goal was to provide young people and youth workers with opportunities for non-formal learning, personal growth, and professional development in an intercultural and international environment. 4Thinking (youth exchange, Predeal, November 2024) aimed to develop participants’ critical thinking skills. The project involved 31 young participants aged 15–17, 5 group leaders, and 2 facilitators. The main objective was to help young people analyse and evaluate information from multiple sources, make informed decisions, and work collaboratively while respecting diversity. Participants explored the connection between nature and wellbeing through outdoor learning and experiential activities. The project also encouraged free expression, empathy, and teamwork through communication exercises, debates, and practical workshops. 4Learning (training course for youth workers, Predeal, March 2025) focused on improving the quality of non-formal education activities within participating organisations. Its specific objectives included exploring and applying innovative non-formal learning methods (such as PhotoVoice, Image Theatre, and Human Library), developing facilitation and youth engagement skills, adapting activities to the needs of diverse groups, and enhancing participants’ ability to use feedback in educational processes. The course involved 23 youth workers from 6 European countries and 2 trainers, preparing them to respond to current challenges and to create inclusive and motivating learning environments. 4Safety (training course for youth workers, Predeal, May 2025) aimed to raise participants’ awareness of personal and community safety while developing the skills needed to create safe and supportive youth work environments. The project addressed both physical and emotional safety, encouraging participants to reflect on the elements that contribute to inclusive spaces and apply them within their organisations. Through interactive activities such as the Safety Emotional Map, the 24 participants learned how to identify risks, recognise signs of abuse, neglect, or discrimination, and understand protection and reporting procedures. The project also promoted equality, inclusion, ethics, and professional boundaries, helping participants build transferable skills valuable for personal growth and community engagement. Two experienced trainers facilitated this course. Overall, through the three Erasmus+ accredited mobilities — 4Thinking, 4Learning, and 4Safety — A4ACTION provided diverse non-formal learning experiences tailored to participants’ real personal and professional development needs. The projects contributed to strengthening key European competences, increasing self-confidence, and encouraging active community participation. At the same time, they enhanced the capacity of A4ACTION and its partners to create inclusive, safe, and motivating learning environments based on empathy, intercultural cooperation, responsibility, respect for diversity, and sustainability.