Our project was implemented to specifically strengthen the financial education skills of youth workers and to provide them with the necessary competences so that they could effectively support young people in financial decision-making. During the preparation phase, it became clear that many young people had only limited knowledge in key areas of financial competence such as budget planning, responsible consumption, saving strategies, debt prevention and long-term financial planning. At the same time, it became evident that many youth workers had extensive experience in social and pedagogical work, but only rarely possessed specific methodological tools in the field of financial education. For this reason, the project was designed to close this gap and to enable youth workers to systematically integrate financial education into their work with young people. A central objective was to implement an international training activity for a total of 30 youth workers from five European countries. This activity took place from 21 to 28 November 2025 in Istanbul and brought together youth workers from Germany, Romania, Serbia, North Macedonia and Türkiye. During this training activity, various learning formats were used, including interactive workshops, group work, case study analyses, simulation-based exercises and moderated discussions. The participants analysed real examples of financial challenges faced by young people, developed solution strategies and jointly reflected on their previous experiences in youth work. In this way, they were able to expand both their theoretical knowledge and become familiar with practical methods that they could later apply in their own organisations. Another important objective was to strengthen the ability of youth workers to accompany young people in financial decision-making processes. Within the framework of the training activities, concrete topics such as personal budget planning, responsible use of credit, financial risks in the digital space, sustainable consumption and long-term financial planning were therefore addressed. The participants jointly developed didactic approaches through which complex financial topics could be communicated to young people in an understandable and practice-oriented way. At the same time, great importance was attached to the use of non-formal education methods, so that the participants were actively involved in the learning process and could contribute their own experiences. A particular focus of the project was also placed on supporting disadvantaged young people. Many young people with fewer opportunities have only limited access to educational resources in the field of financial competence and are therefore more strongly affected by poor financial decisions or economic crises. The project therefore pursued the objective of training youth workers to develop inclusive educational offers that are specifically tailored to the needs of this target group. Through the provision of suitable methods and tools, the participants were able to learn how to reach disadvantaged young people in a targeted way, strengthen their financial competences and promote their long-term economic stability. In addition, the project aimed to promote the international exchange of knowledge and good practices in the field of financial education. The participating organisations worked closely together throughout the entire activity and shared experiences from their respective national contexts. This exchange enabled the participants to become familiar with different educational approaches and to adapt successful methods from other countries. At the same time, new ideas for future cooperation were developed, thereby creating the basis for further international projects in the field of youth education. In addition to the immediate learning objectives, the project also pursued the objective of strengthening the visibility of Erasmus+, non-formal education and the YouthPass certificate. During the activities, the participants were informed about the opportunities offered by European educational programmes and were encouraged to make greater use of these instruments in their future work. At the same time, they were prepared to pass on the competences acquired in the project within their local communities. Through this multiplier effect, it was intended to ensure that the project results benefited not only the direct participants, but could also reach a larger number of young people in the participating countries in the long term.