The project “Your Digital Passport” aims to strengthen young people’s digital competences, their ability to critically analyse misinformation, and their role as active and responsible digital citizens. From a youth work practice perspective, the project creates a participatory non-formal learning environment where young people learn through direct experience, reflection, and practical application in their communities. The objectives of the project are: – To improve media literacy and critical thinking skills among 36 young people (aged 18–25), the majority with fewer opportunities, through practical fact-checking activities, online content analysis, and structured debates. Indicators: pre- and post-project questionnaires; at least 70% of participants report improved ability to recognise misleading content. Targeted competences: a) Knowledge – mechanisms of misinformation, EU values, reliable sources. b) Skills – information verification, argumentation, critical analysis. c) Attitudes – digital responsibility, curiosity, critical mindset. – To equip participants with at least three practical digital tools (fact-checking platforms, media analysis applications, source evaluation methods), applied during workshops and reflected upon in the Youthpass process. Indicators: completed practical exercises, media products created, final self-assessment. Targeted competences: a) Knowledge – digital citizenship concepts. b) Skills – responsible use of digital tools, teamwork. c) Attitudes – active engagement and openness to intercultural collaboration. – To empower young people as local multipliers, ensuring that each national group organises at least one follow-up activity (workshop, presentation, or online campaign) within three months after the exchange. Indicators: number of local activities implemented, estimated number of young people reached, collected feedback. Targeted competences: a) Knowledge – non-formal facilitation methods. b) Skills – leadership, planning, public communication. c) Attitudes – initiative and civic responsibility. – To integrate a sustainability dimension into digital practices by introducing the concepts of “digital footprint” and “digital waste” through one dedicated workshop and an eco-digital challenge. Indicators: reflection journals and final feedback; at least 60–70% of participants report better understanding of the environmental impact of online activities. Targeted competences: a) Knowledge – links between digitalisation and environmental impact. b) Skills – adopting more responsible online practices. c) Attitudes – awareness and accountability regarding personal choices. – To promote intercultural dialogue and European values by creating at least six intercultural media products (videos, articles, mini-campaigns), published online and later used in educational activities. Indicators: number of products created, online reach and interactions, qualitative feedback. Targeted competences: a) Knowledge – cultural diversity and European values. b) Skills – media production, intercultural communication. c) Attitudes – tolerance, respect, solidarity. These objectives were defined based on consultation with young people during the preparation phase. The majority indicated that social media is their primary source of information and that they lack practical tools to verify content. The need for hands-on digital competences, intercultural dialogue, and safe spaces for expression was directly integrated into the project design. The project contributes to: – strengthening youth work practice through participatory non-formal methods; – developing transversal competences such as critical thinking, communication, and leadership; – increasing the inclusion of young people with fewer opportunities in international learning processes; – enhancing cooperation between partner organisations and their capacity to implement educational initiatives in the field of digital literacy. From a youth work perspective, the project goes beyond information transfer. It fosters an educational practice where young people become co-creators of the learning process and active actors within their communities.