By implementing the "Pilgrimage to Sustainability" project, we wanted to test an innovative E+ training overcoming the RESIDENTIAL PREMISE (pun intended): a "training in motion" based on the medieval technology of the Self - the pilgrimage. Not a hike, but an experiential "training on the move" (hence the name Pilgrimage TO Sustainability) engaging participants' bodies, minds, and emotions, thereby facilitating the emergence of pedagogical effects on an existential level, in our relationship with nature, the local territory, others, and ourselves. Since the project targeted youth workers, in addition to these primary effects, we also strove to achieve "double-loop learning" objectives: facilitating professional reflection, understanding how to facilitate the emergence of existential effects in the young people in their care, analyzing the possibilities for replication in their own contexts, and, ultimately, developing the professional skills required to achieve existential effects on young people. For this reason, the project generated a notable amount of professional outputs. In September 2025, we led 28 participants (among which two blind youth) on an 11-day training journey (metaphorical and physical) along the 108 km long Via di Francesco, from La Verna in Tuscany to Assisi in Umbria. As "value-based learning," the Pilgrimage To Sustainability aimed to facilitate existential effects, considering sustainability training in a broad perspective: harmony in our relationship with the environment, the territory, others, and ourselves (body, emotions, and mind). This vision inevitably calls into question the mental health and resilience of Youth Workers. As a pilot project, we aimed to collect and make available extensive qualitative and quantitative data on the experience, to ensure its replicability and contribute to the debate on the role of the Youth Worker and their role in training young people in sustainability. In terms of the pedagogical objectives identified in the submitted project: a) provide youth workers with an "on-the-go" sustainability training model replicable on other historical paths, thus supporting the development of rural areas and the involvement of their youth (Objective 6 Youth Goals); b) assist youth workers at risk of burnout and abandoning the profession through a sustainability training that includes mental health and overall psychophysical balance in relationships with young people, colleagues, and the local communities (Objective 5 Youth Goals); c) provide value-based, experiential, and practical sustainability training that can "open windows" for self-observation regarding the relationship with Nature, the local community, and the Other (Objective 8 Youth Goals). d) provide participants interested in developing a sustainability project with concrete examples from Italy (Objective 11 Youth Goals). To all this, we must add another observation: the implementation of the project allowed us to achieve important results that we had NOT explicitly stated in the approved project: e) consolidate within APS LiberoPensatore the knowledge, training, organizational, and logistical capabilities to manage mobility projects in the YOU sector, deepening collaborative ties with foreign partners; f) expand the Association's knowledge and relationships with various organizations in the Umbrian and Tuscan regions engaged in sustainability and youth work. g) test an innovative method of communicating and disseminating project results, reaching both professional targets (youth workers, policy makers, etc.) and those interested in sustainability issues and a "qualitative" narrative of the experience. As Prof. Giuseppe Delmestri of the Luiss G. Carli University of Rome in the preface to the volume "Youth Walkers: Training Youth Workers for Sustainability" (Fanelli A. (ed.) 2026, Edizioni LiberoPensatore ISBN 978-88-947120-4-9, 217 pages with text and color photos): "What emerges most clearly is the methodological coherence of the project. Learning is not conceived as the transmission of information, but as a process that unfolds through experience, movement, and embodied engagement. Walking, inhabiting places, sharing rhythms, effort, reflection, and silence are not accessory elements of the training described here; they constitute its core, in line with the example of Saint Francis. This emphasis on embodiment—the "incarnation"—is particularly important at a time when learning is increasingly disembodied, mediated, and abstract. By re-anchoring learning to the body, to place, and to shared practice, the contributions of this volume remind us that knowledge is always situated and that understanding sustainability requires more than cognitive awareness: it requires lived experience and a certain degree of suffering."