One of the main starting points of the project was the recognition that young people spend a significant part of their daily lives in online environments and digital games. Virtual spaces and online games are no longer only entertainment platforms; they have become important environments for communication, collaboration, creativity, identity-building, and community participation among young people. At the same time, many traditional forms of youth participation still struggle to meaningfully engage young people or reflect the digital realities and interaction models they experience every day. Through the “Minecraft for Youth Participation” mobility project, we wanted to respond to this challenge by exploring how Minecraft can be transformed from a recreational game into an innovative educational and participatory tool for youth work. The project was based on the understanding that youth participation should evolve together with the realities of young people’s lives, including the digital spaces where they naturally interact, express themselves, and cooperate with others. Minecraft proved to be an accessible, inclusive, and youth-friendly environment where young people can safely experiment, communicate, develop ideas, and actively contribute to collective processes. In this regard, the project aimed to demonstrate that digital environments, when used responsibly and creatively, can become powerful spaces for meaningful youth engagement, civic participation, and non-formal learning. The project aimed to strengthen the competences of youth workers, educators, trainers, and NGO representatives in using innovative digital methods to support youth participation, civic engagement, inclusion, active citizenship, and democratic involvement. A particular focus was placed on helping participants better understand how gamified environments can create safe and motivating spaces where young people feel more confident to express their ideas, collaborate with peers, take initiative, and participate actively in decision-making processes. Another important objective was to bridge the gap between young people’s digital interests and the educational approaches commonly used in youth work. Through practical workshops, simulations, collaborative tasks, study visits, and reflection sessions, participants explored how game-based learning can increase motivation, creativity, teamwork, communication, problem-solving, critical thinking, and community involvement among young people. The project also encouraged youth workers to move beyond traditional methods and experiment with more innovative and engaging approaches relevant to today’s digital generation. The main objectives of the M4YP project were: • to explore and demonstrate the potential of Minecraft as an innovative tool for youth participation, digital youth work, non-formal learning, and positive social impact; • to provide participants with practical competences, methodologies, and tools for implementing Minecraft-based educational activities; • to strengthen participants’ capacities to design and facilitate activities connected to participation, inclusion, sustainability, active citizenship, and social responsibility; • to encourage youth workers and NGOs to integrate innovative and participatory digital approaches into their daily youth work practice; • to promote critical reflection on the role of digital environments and gamification in contemporary youth work; • to support intercultural learning, cooperation, and exchange of good practices between partner organisations; • to collaboratively develop the “Minecraft for Youth Participation Virtual Handbook” as a practical educational resource for youth workers and educators. In addition, the project aimed to increase the confidence of participating organisations in experimenting with digital youth work methods and integrating them into their long-term activities and Erasmus+ strategies. We also wanted to create space for peer learning, international cooperation, and exchange of experiences between organisations working in different cultural and educational contexts, therefore strengthening the quality, innovation, and sustainability of youth work practices within the partnership. Overall, the project sought not only to introduce Minecraft as a digital tool, but also to contribute to a broader discussion on the future of youth work in increasingly digital societies. By combining gamification, participation, creativity and non-formal education, the project aimed to empower youth workers with innovative competences and inspire more inclusive, meaningful, and youth-centred approaches to working with young people.