Context: Mutual understanding is essential for achieving peaceful coexistence in today’s globalized world. Therefore, it is crucial to preserve and promote ethnic identities while fostering intercultural exchanges. Language and cultural barriers significantly influence geographical mobility within the EU. Although multilingualism is one of the founding principles of the European Union, only one in five people in Europe can speak two languages in addition to their mother tongue, although this situation is gradually improving. The effectiveness of language teaching and exposure to foreign languages plays a vital role in this context. Furthermore, studies show that in the three partner countries, proficiency in foreign languages is among the lowest in the EU, with only 35.8% of Romanians able to speak a foreign language, placing Romania at the bottom of the ranking, closely followed by Hungary at 42.4%. In France, the situation is slightly better, with 60.1% of the population claiming to be able to speak one or more foreign languages (https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Foreign_language_skills_statistics). Understanding other cultures is one of the most effective means of integrating individuals into society. It enhances people's quality of life by positively influencing their well-being and fostering a sense of belonging. Identification of the Problem: The youth with whom the three partner organizations work face challenges in understanding cultures different from their own, often holding limited beliefs and stereotypes when interacting with individuals from other cultures. Additionally, they also experience a fear of expressing their own culture, either due to language barriers or because they feel they will not be accepted. This situation arises from the fact that intercultural education is less addressed in formal education, especially from a young age. Moreover, non-formal workshops that promote interculturality and cultural diversity are often viewed with indifference, as they are extracurricular activities that consume students' and teachers' free time and are not seen as a fun and lively way to learn things different from regular classes. Many researchers have found that one of the most effective unifying languages capable of transcending intercultural and interracial boundaries is dance, a form of non-verbal communication. In "The Choreography of Resolution: Conflict, Movement, and Neuroscience," the authors describe how work done on migration tensions within refugee communities in Canada could allow them to assert their identity in conflict situations through movement in dance. Consequently, dance can be used as a means to promote diversity, solidarity, and tolerance toward other cultures, as well as a way to actively exercise citizenship and spread opinions. It can also be used to educate youth, animate groups, foster solidarity, and promote gender equality, including combating stereotypes in all areas of society. Aim: To develop the knowledge, skills, and positive attitudes of 21 young people, supported by 4 group leaders and 1 facilitator, from 3 partner countries (Réunion, Hungary, and Romania) in the field of intercultural understanding through dance, by organizing a youth exchange from February 24 to March 4, 2025. Objectives: O1. Increase the capacity and adaptability to intercultural environments by fully exploiting the freedom of expression through dance among 21 young participants by the end of the project. O2. Enhance the level of tolerance and solidarity toward other cultures, as well as value the diversity among the 21 young people by the end of the project. O3. Increase the capacity to promote intercultural understanding and involvement in international activities in a non-formal context among the 3 partner organizations by the end of the project.