The primary objective of the project implementation was to provide participating young people with tangible knowledge that they can apply in their everyday lives, particularly in the fields of smart gardening, sustainable horticulture, and modern automation solutions, while also developing their personal, social, and professional competences through non-formal learning methods. Already during the preparation phase, we placed strong emphasis on ensuring that the programme was based on real needs. Therefore, together with the partner organisations, we conducted a preliminary needs assessment among young people, which clearly showed that the target group was particularly interested in topics such as community gardening, sustainable gardening techniques, smart irrigation systems, composting, soil improvement, and innovative technological solutions. The assessment also revealed that young people were not only seeking new knowledge, but also practical, community-based experiences, creative teamwork activities, and solutions that they could apply in their own living environments. In line with this, one of the most important objectives of the project was to shape participants’ attitudes by connecting sustainability, environmentally conscious thinking, and technological innovation. Through the Pla.net exchange programme, we aimed to demonstrate that gardens, balconies, small community spaces, or even urban environments hold numerous untapped opportunities that can be made greener, more liveable, and more self-sustainable in the long term through modern and environmentally friendly solutions. Our goal was for participants to become familiar with the practical benefits of automated irrigation systems, monitoring applications, smart garden calculators, energy-efficient solutions, composting, and rainwater reuse, and to be able to transfer this knowledge to their own communities in their home countries. The original project objectives also strongly emphasized delivering knowledge related to sustainable development and the green transition in an engaging and easily transferable way for young people. In addition to the professional objectives, we considered the development of key competences of young people equally important. The project aimed to strengthen independence, initiative, problem-solving skills, project-based thinking, teamwork, and communication skills. The international environment provided an excellent opportunity for participants to collaborate with peers from diverse cultural backgrounds, co-create sustainable and technological solutions, and at the same time improve their intercultural sensitivity, language confidence, and sense of belonging to the European community. The original concept of the project was built on the idea that through shared learning, exchange of experiences, and international teamwork, participants would become more open and active in their local communities in the long term. During the design and implementation of the project, special attention was paid to ensuring that our activities were closely aligned with the horizontal priorities of the Erasmus+ programme. The Pla.net exchange programme directly contributed to supporting the green transition by presenting practical sustainable solutions, as well as to the development of digital competences through the use of smart gardening technologies and monitoring tools. In addition, promoting inclusion and diversity was an important objective, which was reflected both in the participant selection process and in the design of activities, ensuring that young people from diverse social and cultural backgrounds could actively engage in the learning process. The project’s theme and methodology were also aligned with the European Youth Goals, particularly in the areas of a sustainable and green Europe, inclusive societies, and strengthening constructive dialogue. Throughout the learning process, we consciously applied non-formal learning methods such as learning by doing, group problem-solving, experiential learning, and continuous reflection, which enabled participants to recognise and interpret their own learning pathways. The identification and awareness of acquired competences were supported by the Youthpass process, which also contributed to the structured documentation of learning outcomes. The European added value of the project was also evident in the way participants from different countries shared their diverse environmental, social, and technological experiences and jointly developed adaptable solutions, thereby strengthening intercultural dialogue and international cooperation. As a result, the project not only provided short-term learning outcomes, but also contributed to long-term attitude change and the strengthening of active social participation among participants.