The project was conceived as an innovative educational pathway aimed at addressing one of the most urgent challenges for the young European generations: eco-anxiety — the feeling of worry and powerlessness in the face of climate change and environmental degradation. The climate crisis represents not only a physical threat to the planet but also a psychological and social issue that profoundly affects young people’s emotional well-being and confidence in the future. The initiative aimed to act on this emotional dimension by turning it into an opportunity for learning and action, offering participants concrete tools to understand, analyse, and address the complexity of contemporary environmental problems. The overall goal was to contribute to the formation of a European youth educated and active in sustainability — capable of critically reading the challenges of our time and transforming concern into participation. Through non-formal education and experiential methodologies, the project encouraged young people to develop the competences needed to interpret reality in a systemic and proactive way, fostering awareness of their role as European citizens and agents of change within their local communities. The educational path was built around the concept of complexity, understood as a pedagogical tool to address eco-anxiety: rather than simplifying global problems, the project sought to “tame” them — helping participants to break them down into issues closer to their daily lives and on which they could act concretely. In this sense, the project represented an exercise in empowerment, aimed at restoring young people’s perception that they can influence, even on a small scale, processes that often appear beyond their reach. To structure this learning process, the project identified five “Areas of Protection” (AoP) — Food, Water, Energy, Waste, and Biodiversity — chosen as key domains for reflection and action in line with EU environmental strategies such as the European Green Deal, the Climate Pact, the Farm to Fork Strategy, and the EU Biodiversity Strategy for 2030. Each area was explored through a practical and progressive approach, guiding participants from analysing the problem to designing community-based solutions, such as awareness campaigns or local initiatives to reduce waste and promote responsible consumption. The project activities were designed to develop the sustainability competences outlined in the GreenComp framework, with a particular focus on critical thinking, collective responsibility, long-term vision, and collaboration for change. In parallel, it supported the eight key competences for lifelong learning, promoting intercultural communication, social entrepreneurship, environmental awareness, and civic competence. The intention was not only to transmit knowledge but also to facilitate the acquisition of attitudes and values consistent with a culture of sustainability, respect, and solidarity. One of the most significant educational challenges when addressing the climate crisis is the feeling of isolation and helplessness in the face of the magnitude of the problems. For this reason, in addition to the cognitive dimension, the project placed great importance on the emotional and social dimensions of learning: the group was built as a community of support, where the exchange of perspectives and sharing of personal experiences became central to the learning process. From a pedagogical point of view, the project adopted an interactive, participatory, and problem-solving-oriented methodology, implemented through group activities, simulations, role-playing, creative exercises, and guided reflections. Each day was dedicated to one of the five Areas of Protection, alternating between theoretical exploration, practical workshops, and collective discussions. This approach fostered not only cognitive learning but also experiential and relational learning, making each participant the true protagonist of their own growth journey. In line with the horizontal priorities of the Erasmus+ programme, the project promoted a green dimension, through the reduction of the ecological footprint of activities and the adoption of sustainable practices (green travel, responsible resource management, zero-kilometre food); a digital dimension, through the creation of online spaces for collaboration and dissemination; and a participatory dimension, encouraging young people to design and share follow-up actions within their respective local contexts.