Our partners and youth workers have recognized that, as adults, we often lose touch with our inner child, since growing up we tend to limit our means of expression and learning. In most cases, formal education is considered more important than play and informal learning. As children, we absorbed knowledge like a sponge by playing with friends, siblings, or even alone, through creative, non-verbal, and playful communication — a concept of learning that many people lose along the way as they grow up. Playful learning is no longer a skill we seek to develop as adults, unlike when we were children and learned naturally through play. This training course promoted playful learning by using treasure hunts as a creative tool to develop skills and knowledge in any field. The treasure hunts were created through the Design Thinking process, a standardized method in the design world, which made it possible to develop the skills needed to improve the quality of non-formal learning activities offered by all participating organizations. As children, we used to explore games and discover new abilities naturally; in this way, we managed to reconnect with a more authentic way of engaging with ourselves, with others, with knowledge, and with skills. This project was developed by adults working with young people (with different levels of experience and from various sectors) and by partner organizations. We achieved the following main objectives: • We addressed the need for alternative learning tools in the field of youth work, for youth workers and partner organizations • We developed gamification, creativity, innovation, and the promotion of active participation in youth work • We improved the quality of youth work through innovative methods and tools • We produced four different treasure hunts as ready-to-use tools for youth workers in their local communities • We acquired the necessary skills and knowledge to design and develop a treasure hunt game from scratch, based on different contexts, concepts, and the needs of young people • We increased our capacity to operate in European and international projects We addressed the identified needs from multiple perspectives, applicable to all stakeholders and beyond, through a holistic approach that takes into account all learning needs and objectives, with a strong sense of equality for everyone.