Across Poland, Armenia and Ukraine, many young people – particularly those living in rural areas, economically disadvantaged environments or affected by displacement – face significant barriers to developing functional English language skills. In Ukraine and Armenia, ongoing and recent conflicts have disrupted education systems, increased internal displacement and limited access to quality language instruction. Even in Poland, despite EU membership and access to European mobility opportunities, many young people outside major urban centres struggle with low confidence and limited practical use of English. Language barriers of youth workers restrict access to international programmes, employment, intercultural dialogue and participation in democratic processes. From a youth work perspective, traditional language teaching methods often fail to engage young people with fewer opportunities. They may reinforce feelings of failure, anxiety or exclusion, especially among those with disrupted schooling or low academic self-esteem. In line with the Erasmus+ Inclusion and Diversity framework , there is a clear need to reduce barriers linked to geography, economic disadvantage, educational disruption and social marginalisation. Youth work must respond with innovative, accessible and empowering methods that make learning relevant, participatory and confidence-building. PlayLingua addresses these challenges by strengthening the capacity of youth workers from Poland, Armenia and Ukraine to apply game-based and gamified approaches to English language learning within non-formal education. The project combines international training, local testing and co-creation phases to ensure both professional development and practical implementation. Participants will explore how digital technologies - language learning applications, virtual platforms and game-based learning (GBL) – use of educational board games, storytelling missions, escape-room mechanics, badge systems or cooperative challenges – can transform English learning into a motivating and inclusive experience. The project places strong emphasis on replicable tools suitable for rural and under-resourced settings. During the youth workers mobility, participant will co-create an educational card game.Each country will design and test one gamified or digital learning tool adapted to its local context, ensuring relevance and immediate application in youth centres and community spaces. This tangible outcome will serve as a sustainable resource for continued use beyond the project’s duration. Through peer learning and cross-border cooperation, youth workers will exchange practices, reflect on post-conflict realities and strengthen intercultural dialogue. Objectives: The overall objective of PlayLingua is to enhance the quality, inclusiveness and innovation of youth work practice by equipping youth workers with practical competences in game-based language education for young people with fewer opportunities. Specifically, the project aims to: 1. Develop youth workers’ competences in designing and facilitating engaging, game-based and digital English learning activities adapted to non-formal education contexts. 2. Increase their capacity to create inclusive learning environments that reduce language anxiety, build self-confidence and ensure equitable participation of young people facing geographical, economic or educational barriers. 3. Strengthen youth workers’ role as multipliers by enabling them to implement and locally test gamified tools within their communities and share results with other educators and organisations. 4. Foster cross-cultural dialogue, solidarity and democratic values through collaborative international learning and peer exchange. 5. Produce a sustainable, co-created educational card game and digital methodological resources that remain accessible and usable after the project ends.