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How are they treating their own policies? Are they coherent to the strategies they promote? Important, since they are setting the tone for implementation, practice copies the NAs.

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We want to contribute to activism! How can not only yw, but also research contribute to activism?

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We want to contribute to activism! How can not only yw, but also research contribute to activism?

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How are we getting the young peoples voices into the public sphere, so that is stuff getting done?! Link the research of environment to our participation research!

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How are we getting the young peoples voices into the public sphere, so that is stuff getting done?! Link the research of environment to our participation research!

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How can we do great science communication in that field?

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How can we do great science communication in that field?

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"Because of our exchanges young people changed behavior and saved X liter of water." or sth related.

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are there good survey questions on a grander scale regarding climate change than can be used / adapted?

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are there good survey questions on a grander scale regarding climate change than can be used / adapted?

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content and context / shape - communicating about the context has to be part of the content. they are linked.

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content and context / shape - communicating about the context has to be part of the content. they are linked.

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which research data is useful and how is the data treated in the follow-up?

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which research data is useful and how is the data treated in the follow-up?

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example:
- young people in the polish rural area don't use public transport bc. there isn't any. useful in itself? no.
- young people in the polish rural area want to use public transport but can't. Useful? YES.
Question: Can those findings help these young people connect to politicians in order to participate on the promotion of public transport in their areas?

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We need control groups, qualitative research or case studies to reign in the general increase in climate awareness!

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We need control groups, qualitative research or case studies to reign in the general increase in climate awareness!

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"climate change" and other rather abstract but relevant concepts have to be operationalized!

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"climate change" and other rather abstract but relevant concepts have to be operationalized!

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- the phrase of "learning" is unfit for the non-formal sector
- translation is an issue

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General observation: The concept on learning might not be directly associated with youth exchanges by the participants.

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General observation: The concept on learning might not be directly associated with youth exchanges by the participants.

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- look at organizations participating in E+ and those who don't on a conceptual level: Which ones do have environmental concepts in place and which don't. As a finding (has the participation in e+ had an impact on organizational level) and as a starting point for further case studies etc.

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Caution!: Tendency of agreement (esp. for "I learned sth.") is biased by the individual capacity to reflect (i.e. initiated by Youth Pass). 

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Caution!: Tendency of agreement (esp. for "I learned sth.") is biased by the individual capacity to reflect (i.e. initiated by Youth Pass). 

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How do external big factors resonate into the responses?

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How do external big factors resonate into the responses?

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- COVID-19
- Heat wave of 2022 (and previous?)

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The phrasing of the items have to be adapted to the EYS priority!

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The phrasing of the items have to be adapted to the EYS priority!

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More or less concrete Research questions

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More or less concrete Research questions

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- Do you feel guilty after the project participation?

Finding 1:
- Are participants looking for the projects in order to act? / expecting them to be about action?
- How do you want to contribute? (individual / political/systemic level?)

Finding 2:
- Participants who value the issue more important but don't want to contribute: Why? Cannot act bc. external factors - feel guilty? Already do a lot? Big difference!

No specific finding:
- What did the participants think about when we asked them what they learnt? What did you learn specifically?
- Are there differences between the program generation? Does the change of narrative between the generations (or within the wider society) make a difference (environment protection vs. climate change / crisis)? (Related to "big external factors", too)

Disaggregation:
- Prior knowledge / experience in environmental issues vs. no knowledge. (Different study needed, not RAY-MON)

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General observation: We have to separate the context (green travel etc.) and the content!

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General observation: We have to separate the context (green travel etc.) and the content!

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- How is the stuff on the individual level sparked through the specifics of the projects? esp. related to the "change on individual level" part.

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- do we reach out to new organizations (do climate (activist) related groups (of young people) use the ERASMUS-funding)?
- which actions are the most inviting for those organizations?
- Change in organizations!

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- What kind of knowledge, skills etc. to the participants have in respect to climate protection and sustainability in a way that is comparable to other research, so that we can compare to the total population. What competencies do they have, what behavior do they already show? Before the project! To have a starting point.
- the change: What change happens through the participation of an exchange (perceived by participants). (in respect to the above categories)
- Future: How are the participants intending to go on in the future (engaging etc)
- What are the obstacles for young people of acting greener?

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What characteristics of a project should we pay attention to (general brainstorm)

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What characteristics of a project should we pay attention to (general brainstorm)

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- Values
- (Green) ways of travel
- Maybe only looking on projects who have the EYS as topic priority
- Maybe only on those who travel green
- Mind change

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- Limited to educational component and the participant themselves. This is not enough!
- the political / systemic side of the topic is not reflected in the EYS
- Environmental protection and sustainability has to be related to the specifics of youth work (practices), i.e. in difference to the higher educational sector
- We need to reach out to activist young people with the programs! We are not tackling the question of activism right now. Are current Youth Work competences suited to do so?
- Operational level: "Directing organisations to incorporate green practices." So far unclear, how to do that. Which measures are suited and which aren't? Plus, "We should lead by example".
- Only environmental side of sustainability, social and economic side is left out. YW competencies are feeding into the two latter, but how can they be related to the first?
- We should take a more broader, comprehensive approach to that topic, also on a day-to-day level. We can do that on the operational level. But what do we want to research?!

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If you wish to make any notes about the sense-making discussions, drop them in this column. It's not obligatory to take notes for this part – follow your own judgment!

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In case you need more horizontal space, here you go :)

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Record any ideas here for future research interests. They can be rough or polished, it doesn't matter – it's a brainstorming, so collect them all without any judgment!