The project was created to strengthen the digital competencies of youth workers and leaders from eight European countries. Throughout the preparation and implementation phases, we focused on equipping participants with the knowledge and practical skills needed to navigate a digital youth-work environment. Our objectives were shaped by the challenges we had identified before the activity such as digital addiction, misinformation, rapid AI development, declining soft skills, and difficulties in using modern digital tools effectively. We aimed to address these issues by creating a learning space where youth workers could critically explore digitalisation and apply new competencies directly in their practice. More specifically, the project set out to: - Improve youth workers’ ability to use virtual work tools (communication platforms, coworking software, photo and video editing tools), which later became a central part of the Open Space sessions and practical workshops. - Strengthen responsible and mindful use of artificial intelligence, ensuring participants understood how AI can support youth work without replacing creativity or analytical thinking. - Build media literacy skills and the ability to identify misinformation, which was addressed through the Disinfo Quiz, Deepfakes session, and media literacy modules during the training. - Increase awareness of digital hygiene, including conscious online behaviour and ways to reduce digital overload - an area explored through the Digi-detox activities and reflective sessions. - Develop strategies to counter the risks of intensive digitalisation, discussed in debates, Toolbox work, and group reflections. - Exchange best practices between countries and allow youth workers to learn from each other through multinational teamwork, Open Space learning, and the creation of shared digital outputs. By the end of the project, our intention was that youth workers would return to their organisations more confident in digital youth work, better prepared to guide young people in navigating the online environment, and equipped with practical tools they could immediately use in their daily work. This learning intention guided the entire programme and shaped the outputs created during the activity.