“Inclusive Education for Pre-Service Teachers in the Digital Age” is a project designed to strengthen inclusive learning approaches among teacher candidates in educational environments where digitalisation is rapidly advancing. The project aims to equip teacher candidates and youth workers with the knowledge, skills, and attitudes needed to address digital transformation and inclusive approaches in education in line with 21st-century requirements. At a time when diversity and varied learning needs are increasingly visible within education systems, it is essential for teachers and education professionals to move beyond the role of knowledge transmitters. They are expected to guide learning processes, recognise cultural differences as a source of richness, and use technology to promote equal opportunities in education. The main objective of this project is to support the development of educators with this perspective and to enhance their competencies in inclusion. In this context, the project focuses on improving the capacities of teacher candidates and youth workers in inclusive education, digital pedagogical competence, and intercultural communication. In line with the priorities of the Erasmus+ programme, the project is built on the idea of offering innovative learning experiences in the areas of digitalisation, inclusion, active citizenship, and multiculturalism, while fostering knowledge, skills, and attitudes. The project idea emerged from observations that students in faculties of education and volunteers active in the youth field often face challenges both in effectively using digital tools and in integrating inclusive education practices into classroom settings. The specific objectives of the project can be summarised as follows: To support teacher candidates in adopting a multicultural approach to education, which is one of the key requirements of the 21st century, and to strengthen their ability to actively involve students from diverse cultural backgrounds in classroom communication and learning processes. To help teacher candidates understand the role of digitalisation in education and become teachers who can use digital tools effectively. Other expected outcomes of the project include enhancing participants’ digital pedagogical competencies by deepening their understanding of digitalisation in education; developing inclusive teaching methods that enable active participation of students from different backgrounds; raising awareness in the areas of empathy, intercultural understanding, and social responsibility; and strengthening skills related to solidarity, volunteering, and civic participation through youth work. By achieving these objectives, the project aims to contribute to both the professional and personal development of teacher candidates and youth workers, while also encouraging the exchange of good practices between institutions. The project seeks not only individual growth but also the development of an educational ecosystem that strengthens inclusive and digital learning strategies by building institutional capacities. The activities planned within the project were structured to teach the effective use of digital educational tools, demonstrate through practical applications how inclusive classroom environments can be designed, and create opportunities for participants from different countries to share their experiences. Through this approach, participants gained not only theoretical knowledge but also practice-based and experiential learning opportunities. In conclusion, the project aimed to support the development of teachers equipped with the digital competencies required in the 21st century, strong intercultural awareness, empathy, and an inclusive understanding of education. The project outputs have contributed to participants’ ability to apply innovative practices in education in a sustainable way and to integrate the priorities of the Erasmus+ programme into their own professional contexts.