Implementing this project, we aim to respond to a current and urgent challenge faced by youths: the accelerated use of artificial intelligence and the increasing exposure to disinformation, manipulative content, and digital risks. Although AI based technologies are becoming an integral part of youths’ personal, educational, and professional lives, the level of understanding of how these technologies function and use personal data remains low. The intervention is necessary because AI based applications are being integrated at an accelerated pace into social media platforms, search engines, educational tools, and professional environments, without youths benefiting from adequate education that explains how these technologies work and their impact on personal data and decision-making processes. The algorithms that influence the content they see daily shape opinions, behaviors, and decisions, while automatically generated content, including deepfakes, makes it increasingly difficult to distinguish between authentic and manipulated information. In the absence of critical thinking skills and digital safety competences, youths become vulnerable to manipulation, polarization, and the exploitation of personal data. This vulnerability does not affect only the individual, but also has consequences for democratic participation, trust in institutions, and social cohesion. Therefore, the intervention is necessary to prevent the consolidation of unsafe digital behaviors and to support the formation of youths who are capable of navigating responsibly and in an informed way within a complex digital ecosystem. We conducted a needs analysis at the level of youth communities in each partner country, as well as at the level of partner organizations, in order to identify real challenges, competence gaps, and expectations related to the project themes. The results of this analysis formed the basis for the proposed objectives, activities, and methodology. Our needs analysis is also supported by international statistics: 56% of the EU population has basic digital skills, while RO (28%) and BG (36%) are significantly below the EU average. IT (45.8%) and GR (52.4%) show better results but are still below the EU average (according to Eurostat). In TR, 35% of youths aged 16-24 report having basic digital skills, according to PISA. Only 30-35% of youths in RO, BG, and TR and approximately 45-50% in GR and IT believe they can effectively identify online disinformation. The aim of the project is to support 40 participants (7 youths + 1 group leader x 5 partners), aged 18-30, from the partner communities to develop the necessary competences to understand, critically, safely and responsibly use AI and digital technologies, so that they are prepared for today’s digital reality and can actively and informedly participate in society. Objectives: O1) Increase by 30% the level of understanding of AI and how digital data is used for 40 participants aged 18-30 from the partner communities, through the practical exploration of AI-based applications, over the 12 months of the project, measured through the comparison between the initial questionnaire and the final evaluation. O2) Develop by 30% the digital safety and personal data protection competences, through the ability to identify online risks and safely use digital technologies, for 40 participants aged 18-30 from the partner communities, over the 12 months of the project, measured through the comparison between the initial questionnaire and the final evaluation. O3) Improve by 20% media literacy and critical thinking competences for 40 participants aged 18-30 from the partner communities, in analyzing online information, identifying disinformation, deepfakes, and manipulative content, over the 12 months of the project, measured through the comparison between the initial questionnaire and the final evaluation. O4) Strengthen by 30% intercultural competences, tolerance, and the sense of belonging to the EU for 40 participants aged 18-30 from the partner communities, through collaboration in international teams, exchange of perspectives, and intercultural dialogue, as well as through increasing the level of information regarding the Programme and Erasmus+ opportunities, over the 12 months of the project, measured through the comparison between the initial questionnaire and the final evaluation.