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The White Phoenix learning journey did not end with reflection, the Charter or the Manifesto.

During Reborn of the Phoenix 2026 — Part II, participants were challenged to take the next step:

How can the values and issues we have explored become concrete youth action?

Working in teams, participants identified issues relevant to young people and transformed them into five Erasmus+ project ideas.

The purpose was not to produce five ready-to-submit applications. The project-development process was itself a learning experience through which participants could explore how an idea becomes a structured initiative.

The five concepts therefore represent both tangible project results and evidence of participants’ learning.

They demonstrate the final stage of the White Phoenix progression:

PRINCIPLES → VALUES → POSITION → ACTION

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White Phoenix - Code of Conduct 2025_compressed

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Participants explored a simple project-development pathway:

1. NEED
What problem, challenge or opportunity do we see?

2. TARGET GROUP
Who is affected and who should be involved?

3. OBJECTIVE
What change would we like to contribute to?

4. ACTIVITIES
What could young people actually do?

5. RESULTS
What could participants and communities gain?

6. EUROPEAN DIMENSION
Why could international cooperation add value?

7. NEXT STEPS
What would be needed to develop the idea further?

Participants could use Erasmus+ project-development materials available in the shared White Phoenix Padlet and receive support while structuring their ideas.

The emphasis remained on participant ownership: facilitators supported the process, but the project concepts were developed by the young people themselves.

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From artistic expression to environmental responsibility

THE CHALLENGE / NEED

Tourism and outdoor recreation can have a negative impact on natural environments when visitors leave waste in forests, camping areas and around lakes.

The participants identified harmful tourism as an environmental challenge that young people can help address through awareness-raising and practical community action.

At the same time, young people interested in fire performance need opportunities to exchange skills, develop confidence and learn from peers from different European countries.

TARGET GROUP

Young people from different European countries who are interested in fire performance, creative arts, environmental action and public awareness activities.

The project could involve both young people with previous fire-show experience and beginners interested in learning this form of creative expression.

MAIN OBJECTIVE

To bring together young people from different European countries to exchange creative skills, develop confidence and use artistic expression as a tool for raising awareness about harmful tourism and environmental responsibility.

WHAT COULD WE DO?

• international exchange of fire-performance skills and experience
• workshops with experienced fire artists
• fire-performance safety training
• environmental workshops on harmful tourism and protection of local ecosystems
• clean-up activities around forests, lakes and camping areas
• development of environmental awareness messages
• public fire performances connected with environmental themes
• distribution of participant-created awareness materials
• social media communication about responsible tourism
• reflection on how art can contribute to social and environmental change

EXPECTED RESULTS

Participants could:

• improve their creative and fire-performance skills;
• develop greater confidence in public performance;
• increase their understanding of environmental responsibility and harmful tourism;
• improve teamwork and intercultural communication skills;
• gain practical experience in environmental action;
• learn how creative expression can be used for public awareness;
• become more confident in initiating similar activities in their own communities.

Local communities could benefit from cleaner natural areas and increased awareness of responsible behaviour in forests, camping areas and around water bodies.

EUROPEAN DIMENSION

Environmental responsibility and sustainable tourism are shared challenges that cross national borders.

Bringing together young people from different European countries would allow participants to compare experiences, exchange creative practices and explore how environmental awareness can be promoted in different cultural contexts.

The project would demonstrate how international youth cooperation can connect creativity, environmental responsibility and community participation.

VALUES BEHIND THE IDEA

Responsibility • Participation • Solidarity • Creativity • Cooperation • Environmental Awareness

CONNECTION TO WHITE PHOENIX

This project idea represents the White Phoenix transition from values to action.

Environmental responsibility becomes more than a value when young people choose to act on it.

Participants propose combining creativity, international cooperation, public participation and practical environmental action to respond to a problem they consider important.

The idea reflects one of the central questions of the Phoenix Manifesto 2026:

“What can we do?”

Instead of remaining only participants in an Erasmus+ activity, young people begin to imagine themselves as initiators capable of creating activities for their communities.

NEXT STEP

This concept was developed by participants during Reborn of the Phoenix 2026.

It is an initial project idea rather than a completed Erasmus+ application. Further development would require needs analysis, partner involvement, detailed activity planning, risk management, safeguarding measures and a realistic implementation plan.

The idea can continue to be developed using the Erasmus+ project-development resources available through the White Phoenix Padlet.

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Young People for Cleaner Coasts

THE CHALLENGE / NEED

Coastal pollution is a shared environmental challenge that cannot be addressed by one community or one country alone.

Participants identified pollution of the Baltic Sea and its coastal areas as an issue that directly affects nature, local communities and future generations.

They proposed bringing young people from Baltic countries together to research the problem, exchange national experiences and take practical action to protect coastal environments.

TARGET GROUP

Young people from Baltic countries interested in environmental protection, sustainability, community action and international cooperation.

The project would aim to create an inclusive learning environment where young people with different social, cultural and personal backgrounds can participate and contribute equally.

MAIN OBJECTIVE

To bring young people from Baltic countries together to explore coastal pollution, exchange knowledge and experience, take practical environmental action and develop ways of encouraging more responsible behaviour towards the Baltic Sea and its coastal areas.

WHAT COULD WE DO?

• research coastal pollution and its possible causes before the mobility
• meet environmental experts and learn from existing research
• exchange experiences and environmental practices from participating countries
• explore coastal areas through educational expeditions
• organise practical coastal clean-up activities
• collect and analyse information about pollution found in different locations
• develop ideas for more responsible behaviour in coastal areas
• create digital awareness materials and campaigns
• share project experience with local communities
• jointly develop recommendations or strategies for future environmental action

EXPECTED RESULTS

Participants could:

• increase their understanding of coastal pollution and environmental responsibility;
• develop practical experience in environmental action;
• improve research, observation and basic data-analysis skills;
• strengthen teamwork and intercultural communication;
• learn from environmental experiences in other Baltic countries;
• develop digital communication and awareness-raising skills;
• become more confident in initiating environmental activities in their own communities.

Local communities could benefit from visible environmental actions, cleaner coastal areas and increased awareness of responsible behaviour towards coastal ecosystems.

EUROPEAN DIMENSION

The Baltic Sea connects countries, communities and ecosystems across national borders. Environmental problems affecting it are therefore shared challenges that benefit from international cooperation.

Bringing young people from different Baltic countries together would allow them to compare local realities, exchange practices and explore how individual and community responsibility can contribute to a common environmental challenge.

The project would demonstrate a simple European principle:

a shared environment requires shared responsibility.

VALUES BEHIND THE IDEA

Responsibility • Solidarity • Cooperation • Inclusion • Participation • Sustainability

CONNECTION TO WHITE PHOENIX

This project idea reflects the White Phoenix transition from shared values to shared responsibility and action.

The White Phoenix Charter asks which values can unite people despite their differences. The Phoenix Manifesto takes the next step by asking what responsibility those values create.

In this project idea, participants apply that logic to a real environmental challenge.

Environmental responsibility becomes practical action through coastal clean-ups.

Inclusion becomes equal participation of young people with different backgrounds.

European cooperation becomes shared responsibility for an environment that crosses national borders.

Participation becomes initiative, as young people research the problem, communicate with communities and develop possible responses themselves.

The project therefore answers one of the central White Phoenix questions:

“What can we do together about something that matters to us?”

NEXT STEP

This concept was developed by participants during Reborn of the Phoenix 2026.

It is an initial project idea rather than a completed Erasmus+ application. Further development could include a more detailed needs analysis, involvement of environmental experts and local communities, identification of partner regions, development of research and clean-up methods, and clearer indicators for measuring environmental and educational impact.

Participants can continue developing the idea using the Erasmus+ project-development resources available through the White Phoenix Padlet.

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PROJECT IDEA 03 | ARTivism for sustainable society

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PROJECT IDEA 03 | ARTivism for sustainable society

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PROJECT IDEA 03 | ARTivism

Creative Voices for an Inclusive and Sustainable Society

THE CHALLENGE / NEED

Young people do not always recognise that active citizenship can take many forms.

Civic participation is often associated mainly with formal political processes such as voting, while many young people — including those who are not yet old enough to vote — may feel that they have limited possibilities to express their position or influence the society around them.

At the same time, social issues such as discrimination, poverty, inequality and migration affect communities across Europe and require spaces where young people can explore, discuss and communicate their perspectives.

Art can provide such a space.

Through performance, visual art, music, poetry, crafts and other creative forms, young people can express ideas, start conversations and draw attention to issues that matter to them.

TARGET GROUP

Young people from different European countries who are interested in creativity, social issues and active participation.

The project would be particularly accessible to young people who may not identify themselves as “activists” or feel comfortable participating through traditional political or public formats, but who are willing to express themselves through creative methods.

MAIN OBJECTIVE

To help young people explore their civic position and discover creative expression as a meaningful form of participation and public dialogue.

WHAT COULD WE DO?

• explore different meanings and forms of active citizenship
• discuss social issues relevant to participating countries
• exchange examples of how art has been used to communicate social messages
• creative workshops in visual art, performance, poetry, music, storytelling and crafts
• intercultural discussions about discrimination, inequality, poverty and migration
• workshops on freedom of expression, respectful communication and responsibility
• small-group creation of participant-led artistic works addressing selected social issues
• presentation or exhibition of the creative works to a local audience
• creation of digital versions of selected works for social media dissemination
• reflection on the possibilities and limitations of art as a form of civic participation

EXPECTED RESULTS

Participants could:

• develop a better understanding of active citizenship;
• become more aware of their own civic position;
• learn different ways of expressing ideas through creativity;
• strengthen communication and self-expression skills;
• develop confidence in communicating their views publicly;
• improve intercultural dialogue and teamwork skills;
• explore social issues from different European perspectives;
• experience art as a possible tool for participation and dialogue.

Tangible result: a collection of participant-created artistic works communicating different perspectives on social issues selected by the young people.

EUROPEAN DIMENSION

Discrimination, inequality, poverty and migration are not limited to one country, although young people may experience and understand them differently depending on their social and cultural context.

An international youth exchange would allow participants to compare these perspectives and discover both differences and shared concerns.

Art can become a common language through which young people communicate across linguistic, cultural and national boundaries.

The European dimension therefore comes not from producing one common opinion, but from creating dialogue between different perspectives.

VALUES BEHIND THE IDEA

Participation • Freedom of Expression • Inclusion • Diversity • Dialogue • Creativity • Responsibility

CONNECTION TO WHITE PHOENIX

This project idea directly develops the White Phoenix transition from values to position and from position to participation.

The White Phoenix Charter 2026 asks which values and principles can unite people while respecting their differences.

The Phoenix Manifesto 2026 asks what position young people are prepared to take and how they can participate in the world around them.

This project idea proposes art as one possible answer.

Young people do not have to wait until they have formal political power before expressing what matters to them. Creativity can become a space for questioning, communicating, listening and starting public dialogue.

At the same time, White Phoenix does not require participants to express the same position. Different artistic works may communicate different perspectives.

What connects them is the willingness to:

THINK → EXPRESS → LISTEN → DIALOGUE → PARTICIPATE

NEXT STEP

This concept was developed by participants during Reborn of the Phoenix 2026.

It is an initial project idea rather than a completed Erasmus+ application.

Further development could include identifying the specific needs of the target group, selecting the artistic formats, involving relevant artists or youth workers, defining safeguarding principles for discussing sensitive social issues, identifying possible public presentation spaces and developing methods for evaluating learning and community impact.

Participants can continue developing the concept using the Erasmus+ project-development resources available through the White Phoenix Padlet.

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CALL OF THE NORTH

Independence, Community & Sustainable Living

THE CHALLENGE / NEED

Modern everyday life provides young people with many forms of comfort, technology and support, but it does not always create opportunities to practise independence, practical responsibility and cooperation.

Young people may have limited experience of organising everyday life together, making collective decisions, preparing food, managing shared resources or taking responsibility for the wellbeing of a temporary community.

Participants proposed creating an international learning experience in which young people temporarily step outside their usual routines and explore a simpler, more self-reliant and environmentally conscious way of living.

Scandinavian history and selected elements of historical everyday life would provide the creative setting for this experience — not as an attempt to recreate the past exactly, but as a way to explore contemporary questions about independence, responsibility, community and our relationship with nature.

TARGET GROUP

Young people from different European countries interested in outdoor learning, history, intercultural exchange, practical skills and sustainable living.

The project should remain accessible to participants with different levels of physical ability, outdoor experience and previous international experience. Activities would therefore be adapted so that participation does not depend on previous survival or camping skills.

MAIN OBJECTIVE

To help young people develop independence, responsibility, cooperation and environmental awareness through an international experiential-learning programme inspired by historical Scandinavian community life and adapted to contemporary youth work.

THE CENTRAL QUESTION

How much do we really need — and what happens when we become responsible for creating everyday life together?

WHAT COULD WE DO?

• temporarily reduce unnecessary use of digital devices and technology
• organise everyday community life together
• prepare meals and share responsibility for common spaces
• learn basic outdoor and practical living skills
• explore responsible use of natural resources
• learn about Scandinavian history and everyday life through workshops and experiential activities
• explore traditional crafts, storytelling, food and cultural practices
• complete cooperative outdoor challenges
• practise collective decision-making and conflict resolution
• compare historical and contemporary ideas of community and responsibility
• organise intercultural evenings where participants share their own cultures
• reflect daily on independence, comfort, consumption, responsibility and cooperation

EXPECTED RESULTS

Participants could:

• develop greater independence and practical everyday-life skills;
• strengthen teamwork and collective decision-making;
• become more aware of their own consumption habits;
• explore the relationship between personal freedom and responsibility;
• develop confidence in dealing with unfamiliar situations;
• improve intercultural communication and English-language skills;
• gain knowledge of Scandinavian history and culture;
• develop greater appreciation of cooperation and shared responsibility;
• reflect on how historical societies and contemporary communities respond differently to basic human needs.

Participants could also gain experience of turning an unusual interest or personal idea into a possible international youth initiative.

EUROPEAN DIMENSION

The project would bring together young people from different European backgrounds to experience the same temporary community while bringing different cultural habits, expectations and perspectives into it.

Scandinavian history would provide one cultural starting point, but intercultural learning would extend beyond Scandinavia: participants would compare historical practices with their own cultures and contemporary ways of living.

The project could therefore explore a broader European question:

How can people with different backgrounds build a community and take responsibility for shared life together?

VALUES BEHIND THE IDEA

Responsibility • Cooperation • Sustainability • Independence • Solidarity • Intercultural Dialogue • Community

CONNECTION TO WHITE PHOENIX

Call of the North transforms White Phoenix values into an experiential challenge.

The White Phoenix Charter explores values such as responsibility, cooperation, inclusion and respect. The Phoenix Manifesto asks what happens when young people choose to act according to these values.

Call of the North places these questions into everyday life.

When some familiar comforts are temporarily removed, values stop being abstract words.

Responsibility means preparing food when others depend on you.

Cooperation means solving problems together.

Sustainability means questioning what we consume and what we actually need.

Solidarity means supporting someone who finds the experience more difficult than you do.

Participation means helping to shape the community rather than waiting for somebody else to organise everything.

The project therefore asks:

Can we practise the values we say we believe in?

NEXT STEP

This concept was developed by participants during Reborn of the Phoenix 2026 and has been further structured as an initial Erasmus+ project concept.

Before becoming a possible project proposal, it would require further development of its inclusion strategy, accessibility, risk assessment, outdoor safety procedures, historical-learning methods, environmental practices and learning-outcome evaluation.

Particular attention should be given to ensuring that outdoor challenges remain educational, voluntary, safe and adaptable to participants with different needs and abilities.

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PROJECT IDEA 05

THE GREEN KNIGHT

From Waste to Social Action

Developed by the Cyprus Team

THE CHALLENGE

Environmental problems are often discussed as something too large for an individual young person to influence.

Waste, overconsumption and unsustainable everyday habits are visible in European communities, while young people — particularly those living in rural and peripheral areas — may have fewer opportunities to participate in practical environmental initiatives and community decision-making.

THE GREEN KNIGHT responds to this challenge by transforming sustainability from an abstract topic into practical youth action.

Instead of another one-off clean-up campaign, the project proposes a learning cycle in which young people observe a problem, act together, transform waste creatively, communicate a public message, reflect on their responsibility and initiate further action in their communities.

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MAIN OBJECTIVE

To empower young people to become active agents of environmental and social change by combining circular-economy practices, creative expression, community participation and non-formal learning.

THE CENTRAL QUESTION

What does responsibility for the world around us look like when it becomes action?

WHAT COULD WE DO?

• explore waste and consumption patterns in local communities;
• learn practical principles of circular economy, reuse and upcycling;
• carry out safe community-based eco-actions;
• transform collected and reused materials into symbolic eco-art;
• co-create the Waste Dragon, Green Knight and Hermit installations;
• use storytelling and art to communicate environmental messages without blaming people;
• cooperate with residents, municipalities and local stakeholders;
• create youth-led digital stories and awareness materials;
• reflect on the relationship between personal choices and collective responsibility;
• develop small environmental actions that participants can replicate after returning home.

THE WASTE DRAGON
What are we feeding?

The Dragon represents the consequences of uncontrolled consumption. Every unnecessary object, disposable habit and irresponsible choice can make the Dragon bigger.

THE HERMIT
What do we really need?

The Hermit represents reflection, simplicity and the ability to distinguish needs from endless consumption.

THE GREEN KNIGHT
What are we willing to protect?

The Green Knight represents the moment when awareness becomes responsibility and responsibility becomes action.

EXPECTED LEARNING

Participants develop:

• environmental and circular-economy competences;
• initiative and active citizenship;
• teamwork and shared responsibility;
• creative and critical thinking;
• intercultural communication;
• project planning and problem-solving skills;
• responsible digital communication;
• greater confidence in their ability to influence their communities.

The project aims to create a shift from environmental awareness to environmental agency: from understanding that a problem exists to recognising that young people can organise practical responses to it.

THE GREEN KNIGHT represents one possible practical continuation of the White Phoenix Learning Pathway.

The White Phoenix Charter helps young people identify the values they consider important.

The Phoenix Manifesto moves from personal values towards a question of responsibility: what can young people actually do when the world around them requires change?

THE GREEN KNIGHT applies this question to environmental responsibility.

It explores a simple principle:

Values become meaningful when they influence our choices. Responsibility becomes meaningful when it leads to action.

Sustainability therefore becomes more than an environmental topic. It becomes an exercise in citizenship.

Participants are invited to ask:

What am I responsible for?
What are we responsible for together?
What can I change in my own behaviour?
What can we change as a community?

In this sense, becoming a Green Knight does not mean becoming a fictional hero. It means becoming a young person who is willing to notice a problem, reflect on it, cooperate with others and take responsibility for changing something within their reach.

THE GREEN KNIGHT turns White Phoenix values into environmental action.

PROJECT DEVELOPMENT STATUS

The original concept of THE GREEN KNIGHT was developed by the Cyprus youth team and transformed into a full Erasmus+ KA152-YOU Youth Exchange proposal.

The proposal was submitted to the Cyprus National Agency in the 2026 Round 1 and received 89/100 points in the external quality assessment. It was placed on the reserve list due to the available funding and ranking of applications.

The evaluation confirmed the project's strong relevance to Erasmus+ Youth, its clear connection between activities and learning outcomes, its environmental and inclusion dimensions and the appropriateness of its non-formal learning methods.

During the Reborn of the Phoenix 2026 learning process, the project was further reflected upon as a practical application of White Phoenix values — connecting responsibility, participation and solidarity with environmental action.

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Aljona, Arsenij, Ermin, Polina, Rada, Nastja, Lisa.

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Building a culture of coastal environmental awareness idea zero

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Building a culture of coastal environmental awareness idea zero

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The White Phoenix Code of Conduct 2025 is one of the key outcomes of the White Phoenix learning pathway developed through the two Erasmus+ youth exchanges in Latvia and Cyprus in 2025.

It grew out of participants’ practical experience of living, learning, cooperating and overcoming challenges together in an international and diverse learning community.

During the two youth exchanges, participants repeatedly explored questions of trust, respect, inclusion, communication, personal responsibility, boundaries, mutual support and cooperation. Reflection on these experiences gradually helped identify practical principles that could support a safe, respectful and inclusive learning environment.

The Code of Conduct brings these principles together in a shared document.

It answers a simple but important question:

How do we want to behave towards each other when we learn, cooperate and live together?

The Code is not a declaration of ideology and does not define what members of the White Phoenix community must believe. Its purpose is practical: to support respectful interaction, shared responsibility and a safe learning environment.

The Code of Conduct was not the starting point of White Phoenix 2025. It was a result of the learning process.

Experiences from the Latvia and Cyprus youth exchanges, group discussions, reflection, cooperation, challenges and everyday situations provided the material from which common principles could be identified and formulated.

The process followed a simple progression:

EXPERIENCE → REFLECTION → SHARED UNDERSTANDING → PRACTICAL PRINCIPLES

In this way, the Code preserves part of the collective learning generated during White Phoenix 2025 and makes it available for future participants and partner organisations.

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Read the full White Phoenix Code of Conduct 2025 below.

The document remains available as an open learning resource for participants, partner organisations and future White Phoenix activities.

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PHOENIX MANIFESTO 2026

FROM VALUES TO POSITION. FROM POSITION TO ACTION.

PAGE 1 — WE CHOOSE TO PARTICIPATE

We are not only participants in projects.
We are participants in society.

We come from different countries, cultures, communities and personal realities. We do not have the same experiences, opportunities or opinions — and we do not need to.

What connects us is the willingness to listen, to learn from one another and to take responsibility for the communities of which we are part.

The White Phoenix Charter helped us ask what values can unite us.

Now we ask a different question:

What are we prepared to do with those values?

WE CHOOSE PARTICIPATION

We believe young people should have the possibility not only to be heard, but to participate meaningfully in decisions and initiatives that affect their lives.

Participation begins when we stop seeing ourselves only as recipients of opportunities and recognise that we can also create them.

WE CHOOSE INCLUSION

Inclusion is more than inviting everyone into the same room.

It means recognising that people begin from different circumstances and may need different forms of support to participate equally.

We choose to notice barriers, listen to different experiences and help create spaces where diversity is not merely tolerated but respected as a source of learning.

WE CHOOSE RESPONSIBILITY

Freedom gives us choices. Responsibility asks what we do with them.

We take responsibility for our words, our decisions, our impact on other people and our contribution to the communities around us.

Responsibility also means being willing to act when something can be improved instead of always waiting for someone else to change it.

WE CHOOSE DIALOGUE

We will not always agree.

Difference does not have to become division.

We choose curiosity instead of immediate judgement, dialogue instead of hostility and the courage to question both others and ourselves.

Listening is also a form of participation.

PAGE 2 — VALUES BECOME ACTION

WE CHOOSE SOLIDARITY

Solidarity begins when another person's challenge stops being only “their problem”.

It does not mean speaking for others or deciding what they need.

It means standing beside people, listening, cooperating and creating possibilities together.

WE CHOOSE TO TAKE INITIATIVE

We do not need to wait until we become older, more experienced or more powerful before contributing something meaningful.

A conversation can become an idea.
An idea can become a team.
A team can become an initiative.
An initiative can change a community.

We allow ourselves to begin.

WE CHOOSE TO LEARN THROUGH ACTION

Not every idea will work.

Participation also means experimenting, making mistakes, reflecting, adapting and trying again.

We see learning not as something that happens only in classrooms, but as something created through experience, cooperation, challenge and reflection.

WE CHOOSE TO BUILD BRIDGES

Our differences in language, culture, background and experience do not prevent cooperation.

They can make cooperation richer.

International experiences remind us that many challenges cross borders — and that solutions can also be created across borders.

We choose cooperation over isolation.

WE CHOOSE TO TURN VALUES INTO ACTION

A Charter can describe our values.
A Manifesto can express our position.

But neither is enough without action.

For this reason, our next question is not only:

“What do we believe?”

It is:

“What can we do?”

During Reborn of the Phoenix 2026, this question became the starting point for participant-created Erasmus+ project ideas.

We want to continue asking questions, developing ideas, creating partnerships and finding ways to participate in our communities.

We do not claim to have all the answers.
We choose not to stop asking the questions.

We do not wait for someone else to build the future for us.
We choose to participate in creating it.

PHOENIX MANIFESTO 2026

PRINCIPLES → VALUES → POSITION → ACTION

Created through the learning, dialogue and collaborative work of participants of Reborn of the Phoenix 2026.

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From Experience to Action: The White Phoenix Learning Pathway

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From Experience to Action: The White Phoenix Learning Pathway

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The White Phoenix pathway has developed progressively through successive Erasmus+ youth exchanges.

2025 | WHITE PHOENIX — LATVIA & CYPRUS

The first two stages focused on personal development, group learning, trust, cooperation, intercultural experience and the practical principles needed to create a safe, respectful and inclusive learning community.

Result: White Phoenix Code of Conduct 2025

How do we behave and cooperate with each other?

↓

2026 | REBORN OF THE PHOENIX — PART I & PART II

The next stage expanded the learning process from practical principles of cooperation towards a deeper exploration of shared values, inclusion, responsibility, active citizenship and participation.

Result: White Phoenix Charter 2026

What do we believe in? Which values and principles unite our learning community?

↓

Phoenix Manifesto 2026

What position do young people take regarding participation, inclusion, responsibility and active citizenship?

↓

5 Erasmus+ Project Ideas

How can values and ideas be transformed into concrete action?

The pathway therefore develops through a simple progression:

EXPERIENCE → PRINCIPLES → VALUES → POSITION → ACTION

This progression is not a closed curriculum. It is a developing educational process that can continue to evolve through future participants, partner organisations and Erasmus+ activities.

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White Phoenix is an evolving educational pathway developed through Erasmus+ youth exchanges coordinated by Cultural Association “Alternative Reality”.It creates a space where young people from different countries and backgrounds can explore personal and shared values, identity, responsibility, inclusion, solidarity, intercultural dialogue and active participation.White Phoenix is based on non-formal and experiential learning. Participants learn through experience, reflection, dialogue, teamwork, creative methods, outdoor activities, peer learning and practical cooperation.The pathway does not provide young people with a ready-made set of answers. Instead, it creates conditions in which they can question, experience, discuss and formulate their own understanding of values, responsibility and participation.An important principle of White Phoenix is continuity. A youth exchange is not treated as an isolated experience. Knowledge, methods, participant experience and results from one stage can become learning resources for the next one, while new participants and partner organisations bring new perspectives into the process.In this way, White Phoenix develops together with the young people who participate in it.

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How to create project? From idea to life (ENG)

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How to create project? From idea to life (ENG)

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How to Create Your First Erasmus+ Project

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Check quality of your project: Guide for Experts on Quality Assessment 

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Check quality of your project: Guide for Experts on Quality Assessment 

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Explore, Learn, Use & Develop.

This Padlet is the shared public learning and resource space of the White Phoenix pathway.

Here you can explore the results and experience developed through the 2025 and 2026 Erasmus+ activities, including:

• White Phoenix youth exchanges and their learning processes
• White Phoenix Code of Conduct 2025
• White Phoenix Charter 2026
• Phoenix Manifesto 2026
• participant-created Erasmus+ project ideas
• learning and reflection materials
• Erasmus+ project development resources
• participant experiences and dissemination activities
• partner contributions and follow-up activities

The platform is designed not only to preserve project results, but to make them accessible, reusable and open for further development.

Participants can return to the materials after the mobility, continue developing their project ideas and use the Erasmus+ resources available here. Partner organisations can use and adapt the accumulated experience in their future youth work.

The platform will continue to grow together with future White Phoenix activities.

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How to create project? From idea to life (LV)

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How to create project? From idea to life (LV)

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Kā izveidot savu pirmo Erasmus+ projektu

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There are four priorities within the current Erasmus+ programme (2021-2027). These so-called 'horizontal priorities' apply to all actions in the programme. They reflect shared European values and respond to key challenges in our societies today.

If you or your organisation are writing a project proposal or planning the activities of your funded project, you should bear these priorities in mind.

The priorities guide and inspire projects of all kinds - from local mobility activities to international cooperation - and help make the programme more inclusive, sustainable, digital and democratic.

Here's an overview of the four priorities, and examples of projects for each.

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Topics to be aware of when your organisation is applying for or running an Erasmus+ project.

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How to create project? From idea to life (LT)

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How to create project? From idea to life (LT)

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Kaip sukurti savo pirmąjį Erasmus+ projektą

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Important features of the Erasmus+ Programme

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Important features of the Erasmus+ Programme

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Important features of the Erasmus+ Programme

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The following features of the Programme deserve special attention.

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Recently, I took part in a knight-themed Erasmus+ project held at the Aglonas Alpi campsite, surrounded by nature.Most of the time, we recreated medieval knight life through battles, diplomatic simulations, international evenings, cultural exchange, and teamwork.The most unusual part was not wearing the armor, but trying to live by the knight's code of honor. It was a great experience to meet people from different countries and create a unique atmosphere together.This project helped me communicate more easily with different people and become more aware of the world around me.Projects like this offer not only unforgettable memories but also a great opportunity to step out of your comfort zone and grow as a person. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Do you want to find new contacts in the world, send a volunteer abroad or find the
missing partner for your project? No matter where your interests lie, you will find what
you are looking for in Otlas.

Use our powerful search filters to find the perfect match in our database of more than 15600 organisations and informal groups.

Register your organisation or informal group to demonstrate your interest in international cooperation.

Millions of youth workers in organisations and informal groups around Europe will find your project and be able to cooperate with you.

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SALTO-YOUTH - Otlas - The Partner-Finding Tool

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Finding partners for international projects has never been easier.

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Youthpass is a European recognition instrument for identifying and documenting learning outcomes that are acquired in projects under the Erasmus+ Youth and the European Solidarity Corps programmes.

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TEMPLATE OF THE PROJECT - Mobility of young people (KA152-YOU) - YOUTH EXCHANGE

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TEMPLATE OF THE PROJECT - Mobility of young people (KA152-YOU) - YOUTH EXCHANGE

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1 Participant agreement sample 2025 (1) (1)

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The EU works with National Agencies to bring the Erasmus+ programme as close as possible to the participants.

The National Agencies are based in EU Member States and third countries associated to the Programme (previously called Programme Countries) and their role involves

providing information on Erasmus+

selecting projects to be funded

monitoring and evaluating Erasmus+

supporting applicants and participants

working with other National Agencies and the EU

promoting Erasmus+

sharing success stories and best practices

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An official website of the European Union An official EU website

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How to create project? From idea to life (FIN) 

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How to create project? From idea to life (FIN) 

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Kuinka luoda ensimmäinen Erasmus+ -projektisi

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How to create project? From idea to life (EE)

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How to create project? From idea to life (EE)

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Kuidas luua oma esimene Erasmus+ projekt

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How to create project? From idea to life (RU)

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How to create project? From idea to life (RU)

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Как создать ваш первый проект Erasmus+

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Step by step project organisation process

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Step by step project organisation process

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Hi, everyone!It’s time to talk about the project (Reborn of Phoenix).I’m writing this post halfway through the project.I took part in a project where we learned about the knight’s code of honor. The participating countries were Lithuania, Estonia, Latvia, Cyprus, and Finland.We learned to live like real knights. We fought with swords, performed acts of chivalry, and learned how to write a project proposal.All I can say is that it’s awesome—I want to keep going with this theme and never give up! 

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Hi, everyone!It’s time to talk about the project (Reborn of Phoenix).I’m writing this post halfway through the project.I took part in a project where we learned about the knight’s code of honor. The participating countries were Lithuania, Estonia, Latvia, Cyprus, and Finland.We learned to live like real knights. We fought with swords, performed acts of chivalry, and learned how to write a project proposal.All I can say is that it’s awesome—I want to keep going with this theme and never give up! 

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It’s time to talk about the project (Reborn of Phoenix).

I’m writing this post halfway through the project.

I took part in a project where we learned about the knight’s code of honor. The participating countries were Lithuania, Estonia, Latvia, Cyprus, and Finland.

We learned to live like real knights. We fought with swords, performed acts of chivalry, and learned how to write a project proposal.

All I can say is that it’s awesome—I want to keep going with this theme and never give up!

#JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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This summer, I am taking part in the Erasmus+ project "Reborn of Phoenix 2026." Here, we are learning the basics of chivalry while also working on our personal growth and overcoming our inner challenges.Participants from Estonia, Lithuania, Latvia, Cyprus, and Finland are taking part in the project. I think this is a wonderful opportunity not only to work on ourselves but also to make amazing new friends.I'm really excited to see what comes next because we're only halfway through the project. Tomorrow, we'll be visiting a children's home to bring a little happiness to the children. ❤️⚔️.                                                                   #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Hey, guys! I'm currently participating in the Erasmus+ project "Reborn of the Phoenix," and I'm really enjoying it. We've done so many amazing things over the past few days, and it's been a great experience. I truly feel that I've grown as a person, and I love being a part of our team.This project is about knights, and all of us are trying to become true knights by developing values. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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About my participating in "Reborn of the Phoeinx"

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About my participating in "Reborn of the Phoeinx"

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I'm currently participating in the Erasmus+ project "Reborn of the Phoenix." This project has helped me both emotionally and physically. The people I've met here and the time I spend here are priceless. Different situations help you test who you really are in life. I think anyone who has ever thought about changing and becoming a better person should take part in this project. Every day here is different, and every day is both beautiful and challenging in its own way. I really want to take part in this project again. I think I'll continue to move forward, not retreat, and improve every day. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Right now, I’m taking part in the Erasmus+ project "Reborn of Phoenix 2026", and I can confidently say that it has been an incredibly interesting experience. Throughout these days, I have improved my sword fighting skills, made friends with people from the project, and gained a deeper understanding of myself.

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Right now, I’m taking part in the Erasmus+ project "Reborn of Phoenix 2026", and I can confidently say that it has been an incredibly interesting experience. Throughout these days, I have improved my sword fighting skills, made friends with people from the project, and gained a deeper understanding of myself.

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Participating in the REBORN OF PHOENIX project has been a very interesting and valuable experience for me. Open-minded, friendly, and inspiring people from different countries have come together here. Despite differences in culture and language, all participants quickly found common ground, supported one another, and gladly shared their traditions, ideas, and life experiences.The atmosphere of the project is very warm and welcoming. Everyone feels like part of a large international team where every person’s opinion is valued. The activities are engaging and diverse, including team-building tasks, creative workshops, and fun evening events.What I especially like is that this project offers not only the opportunity to gain new knowledge but also to make friends from different parts of Europe. Every day brings new impressions, interesting connections, and memorable emotions. This project demonstrates how important communication between people from different cultures is and how much we can learn from one another.I am very happy to be part of this project, and I am sure that the memories and experiences gained here will stay with me for a long time. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus
#youthexchange
#rebornofthephoenix #activeparticipation
#immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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I am currently participating in the Erasmus+ project "Reborn of Phoenix", and I would like to share my experience and impressions. During the project, I had the opportunity to meet and communicate with participants from other countries, improve my fencing skills, and overcome some of my personal fears. I really enjoyed the experience. :)#JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Throughout the project, it was fascinating to watch each national group prepare something that allowed the other participants to experience a part of their culture. I especially enjoyed the Lithuanian dance “Oželis” and the fire show performed by the Latvian team.

In addition to learning about other cultures, this project also gave us the opportunity to discover new sides of ourselves, become aware of our own limitations, and overcome our fears. During the reflection sessions held every evening, I repeatedly saw with my own eyes how much participating in this project meant to the people here, as they wholeheartedly immersed themselves in challenging activities in order to better understand themselves.

Personally, my favorite part of the project was the fencing sessions, which included both individual and team-based challenges. These sessions helped me improve my swordsmanship, learn new techniques, and master the correct way to use and hold a large shield.

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The Reborn of Phoenix project evokes mixed feelings and thoughts in me. On the one hand, it is a wonderful opportunity to discover my limits and come face-to-face with my fears and shortcomings. On the other hand, the project helps me confront things I had long been running away from and work through my mental blocks.Thanks for the opportunity to participate in the project and level up my skills.   #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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I'm currently taking part in Erasmus+ project called Reborn of Phoenix LV. I've encountered many amazing and outstanding people, who helped me become better and stronger. During this project we've learned many skills and started to learn how to make new Erasmus+ project. Hoping to use this knowledge later, because it's seems hard, but also really fun. I'm hoping to make more progress in self development, although I've made progress already.

 #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Nowadays I am participating in the Erasmus+ project “Reborn of the Phoenix”. It's not often in life that you get the opportunity to express yourself and have a chance to change. 

scrapping old structures and dumping old masks that I didn't need. the opportunity to get to know yourself from a new perspective, to know more of your true self and to do noble deeds. I became convinced again that by going into discomfort, you overcome yourself, your fears and doubts. you meet like-minded people and remember forgotten values.  

#JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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There are projects from which you come away not only with new knowledge, but also with questions that linger in your mind for a long time afterwards.

This project was exactly that.

We talked about what it means to be a knight in the 21st century. Not in armour and with a sword, but with a willingness to help, to take responsibility and not to remain indifferent. Through real-life stories and events happening in the world today, we discussed how modern volunteering is becoming a true manifestation of chivalry and how even small acts can change someone’s life.

It was especially inspiring to see how the idea of chivalry is expressed differently in every country and culture. Each perspective brought something unique, reminding us that there is always something to learn from one another and reflect upon.

We also dedicated time to learning how to develop Erasmus+ projects, turning our own ideas into meaningful initiatives that can bring people together and create a positive impact.

"Reborn of Fenix"
27.06.2026 – 05.07.2026

#JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Hello. I’m currently taking part in the Erasmus+ project Reborn of the Phoenix.This project is about becoming a knight and accomplishing heroic deeds. We also learn how to work as a team, experience in this project has been amazing. It brings me joy and admiration for the wonderful people who are here.I highly recommend taking part in Erasmus+ projects and Alternative Reality projects. They are a great opportunity to learn new skills meet inspiring people, and grow as a person.#JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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Markuss - Reborn of the Phoenix.               

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Markuss - Reborn of the Phoenix.               

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I really enjoyed participating in the Erasmus+ project. It was cool to try something new and spend time with cool people. Sword training was most memorable - at first it was unusual, but then it became very interesting. We learned different techniques, trained and just had a great time.I also liked that we were always busy with something: playing, doing tasks, talking and laughing a lot. During these days, I met new people, became more confident and got a lot of good emotions.I'm glad I got to this project. It was a great experience that I will definitely remember for a long time. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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I also liked that we were always busy with something: playing, doing tasks, talking and laughing a lot. During these days, I met new people, became more confident and got a lot of good emotions.

I'm glad I got to this project. It was a great experience that I will definitely remember for a long time.

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Right now I'm partecipating in a project called Reborn of Phoenix LV, that is helping me learn lots of new things, one of which is chivalry, knife/sword fighting and also the process of creating an Erasmus+ project. I'm really loving my stay, every day is so full of tasks that are making a fuller person and I feel like I'm physically and mentally stronger, but also this project has let me become kinder and more aware of others, the world around me, and myself. I've also made an icredible amount of new friends from different countries like Finland, Estonia, Latvia, Lithuania and Cyprus. I really owe a huge thanks for the experience that I'm currently living here!!!

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White Phoenix Charter - Concept Methodology and Long-Term Development Framework

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Project name: “Call of the North”Participants: Ismail, eNastia, Oleg, Olesia E., Olesia V., Milana                    NEEDS AND OBJECTIVES•Why do you want to carry out this project? Please describe the issues and needs you want to address and your project’s objectives. We want to implement this project to help young people take a break from routine and restore their mental health, as well as teach them to live more independently for example, learn to live independently without depending on other people and make difficult decisions, as well as skills in cooking and cleaning up after yourself., . The history of the Scandinavian peoples is also very important and interesting to us, and we would like to shed light on this history and tell young people about it. Participants will live in the same conditions as the ancient Scandinavian peoples (Vikings), thus we will give them the opportunity to fully experience this culture•How does your project link to the objectives of the Erasmus programme and those of Youth Exchanges? We want to make ecological project and it’s one of the main project goals and also we want to include people from really different county’s so they can learn about more interesting culture . We want young people to learn not only about Scandinavian culture but also about each other's cultures, thereby gaining new knowledge and international friends. The project will also be conducted in English, but we will also learn each other's languages.IMPACT•How will your project benefit the young participants involved in the project, during and after the project lifetime?  During the project, young people will have the opportunity to start living a more self-sufficient life and the opportunity to live a life they may never live again. And also We want to encourage youngsters to learn how to write their own projects and strive for their dreams in project creation.•How will your project benefit the organisations or the groups of young people implementing the project, during and after the project lifetime? This will help you make yourself more popular and find new organizations to collaborate with, as well as the opportunity to learn new teaching methods. For young volunteers , this is a huge experience working with young people, as well as experience in writing projects and excellent experience that can be added to a CV.•What would be the impact of your project beyond the participants and participating organisations, at local, regional, national, if any European level? at the local level and we will purchase products from local farmers, thereby benefiting their economy. At the regional level, we will raise the popularity of volunteering in these circumstances, thereby creating the ground for new organizations, and also highlight the problems facing this region.At the European level, young people will share this experience in their countries, thereby increasing the popularity of Erasmus+, and will make posts for social networks.THEME•Please select up to three topics addressed by your projectThe three main topics we will be discussing most are ecology, culture/history, and survival. We will live in the most environmentally friendly conditions possible, not using cars, technology, etc., and we will learn to live independently. We will demonstrate the theme of ecology by having participants eat only organic food, sleep in shelters made from natural materials, and maintain the cleanliness of their neighborhood. A very large part of the project will be aimed at developing knowledge of the histories of the Vikings and other Scandinavian peoples. Participants will be able to learn about their lives and activities, and will also be able to live their lives as they did. Survival will be based on the youth building their own fire

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Nowadays I’m participating in the project “Reborn of Phoenix” in the Cyprus. What a wonderful opportunity! Everyday we have different sessions to reflect on our life and ourselves. We cooperating together with different nationalities. We gain new experiences through different practical activities. Therefore, we are preparing to the festival in Pano Arodes. We have a great team and it’s a pleasure to be here. 

#erasmusplus #reborhoftheohoenix #jspa #iespējasjauniešiem #yourhexchange

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The second part of Erasmus+ project "The Reborn of the Phoenix". This time young knights gathered in Pano Arodes village on Cyprus. This was a great time, where I had an opportunity to improve my leadership skills and have set my heart on writing my own project. In addition, through reading legends and learning how to notice big meaning in small things I became more interested into the world around me.#erasmusplus #reborhoftheohoenix #jspa #iespējasjauniešiem #yourhexchange 

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I currently participating Erasmus+ project called Reborn of Phoenix on Cyprus. It's the second and final part of Reborn of Phoenix project. While first project was focused more on personal growth and battling inner demons this project is focused on learning new ways to look at the world. I've learned that one person can change the world if he will try hard enough. This project is linked to the Reborn of Phoenix festival in Pano-Arodes village. This festival is going to remind locals and tourists the history and legends surrounding this old village and in order to pass down this cultural heritage we are working almost non stop on this festival. Preparation of decorations and performances consumes a lot of time and energy, yet still I believe that we are doing the right thing and people would love it. #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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If I may be honest, at the end of the first Reborn of Phoenix project, wich took part in Latvia, I wasn't really emotional about departure. But now after living through the second Reborn of Phoenix project together with an amazing team, that grew and perfected themselves so quickly and effectively I am really sad, that I have to fly away. I won't be taking part in Reborn of Phoenix festival and no matter how it makes me feel, this festival is going to be a great one thanks to our combined work. We've also finished some work, that remained from the first project, mainly we've finished working on Erasmus+ projects ideas. Now every last one of us has at least an approximate understanding of Erasmus+ project creation methods. Overall this two projects combined changed me and my worldview so much, that even my parents may not recognize me) #JSPA #iespejasjauniesiem #nonformaleducation #ErasmusPlus #youthexchange #rebornofthephoenix #activeparticipation  #immersiveroleplay #altrealitylv #osmtjcyprus #animamundiEE

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White Phoenix charter (text only to edit)

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White Phoenix charter (text only to edit)

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Calculate grant support for Erasmus+ mobility

Get an estimate of the grant amount for people taking part in the Erasmus+ programme through your organisation.

The National Agency assessing your application will decide the final grant amount.

You will also need to supply this information when filling in the form for your organisation's grant application.

How to use

1. [Start] select the place of origin

2. [End] select the venue of the activity for your Erasmus+ mobility project

3. enter the given distance in the "Distance band" section of your application form

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Get an estimate of the grant amount for people taking part in the Erasmus+ programme through your organisation. The National Agency assessing your application will decide the final grant amount. You will also need to supply this information when filling in the form for your organisation's grant application.

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InforEuro, the exchange rate of the Euro currency

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InforEuro helps you convert euro in other currencies. The European Commission’s official monthly accounting rates for the euro, its conversion rate to other currencies and its historic data since 1994 can be found here.

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Inclusion and Diversity

The Programme seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Organisations and participants with fewer opportunities themselves are at the heart of these objectives and, with this in mind, the programme puts mechanisms and resources at their disposal. When designing their projects and activities, organisations should have an inclusive approach, making them accessible to a diverse range of participants.

National Agencies are also vital in supporting projects with a view to be as inclusive and diverse as possible. Based on the overall principles and mechanisms at the European level, National Agencies will draw up inclusion and diversity plans to best address the needs of participants with fewer opportunities and to support the organisations working with these target groups in their national context. At the same time, the SALTO Resource Centres supporting the implementation of the Programme are also key players in promoting and rolling out inclusion and diversity measures, in particular in regards to gathering knowledge and conceiving and running capacity-building activities for National Agency staff and programme beneficiaries. Likewise, the European Education and Culture Executive Agency (EACEA) plays an equally important role for the programme strands that are managed in direct management. In third countries not associated to the Programme, EU Delegations and, where they exist, the National Erasmus+ Offices (NEOs) and Erasmus+ Focal Points are key in bringing the programme closer to the relevant target groups.

In order to implement these principles, the Framework on inclusion measures as well as the Inclusion and Diversity Strategy covering all programme fields have been developed to support an easier access to funding for a wider range of organisations, and to better reach out to more participants with fewer opportunities. They also set up the space and mechanisms for projects which intend to work on inclusion and diversity related issues. The Strategy aims to help address the barriers different target groups may face in accessing such opportunities within Europe and beyond.

The list of such potential barriers, spelt out below, is not exhaustive and is meant to provide a reference in taking action with a view to increasing accessibility and outreach to people with fewer opportunities. These barriers can hinder their participation both as stand-alone factors and in combination:

Disabilities: This includes physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder someone's full and effective participation in society on the same footing as others .

Health problems: Barriers may result from health issues including severe illnesses, chronic diseases, or any other physical or mental health-related situation that prevents someone from participating in the programme.

Barriers linked to education and training systems: Individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs (people not in education, employment or training) and low-skilled adults may face barriers. Although other factors may play a role, these educational difficulties, while possibly linked to personal circumstances, mostly result from educational systems which create structural limitations and/or do not fully take into account the individual's particular needs. Individuals can also face barriers to participation when the structure of curricula makes it difficult to undertake a learning or training mobility abroad as part of their studies.

Cultural differences: While cultural differences may be perceived as barriers by people from any background, they can particularly affect people with fewer opportunities. Such differences may represent significant barriers to learning in general, all the more for people with a migrant or refugee background - including but not limited to newly-arrived migrants, people belonging to a national or ethnic minority, sign language users, or people with linguistic adaptation and cultural inclusion difficulties. Being exposed to foreign languages and cultural differences when taking part in any kind of programme activities may put some individuals off and in a way limit the benefits from their participation. Such cultural differences may even prevent potential participants from applying for support through the programme, thereby representing an entry barrier altogether.

Social barriers: Social adjustment difficulties, such as limited social competences, anti-social or high-risk behaviours; (former) offenders, (former) drug or alcohol abusers, or social marginalisation may represent a barrier. Other social barriers can stem from family circumstances - for instance, being the first in the family to access higher education or being a parent (especially a single parent), a caregiver, a breadwinner or an orphan, or having lived or currently living in institutional care.

Economic barriers: Economic disadvantage, for instance a low living standard, low income, learners who need to work to support themselves, dependence on the social welfare system, long-term unemployment, precarious situations or poverty, being homeless, in debt or with financial problems, may represent a barrier. Other difficulties may derive from the limited transferability of services (in particular support to people with fewer opportunities) that need to be "mobile" together with the participant participating in activities away from their place of residence or, all the more, abroad.

Barriers linked to discrimination: Barriers can occur as a result of discrimination linked to gender, age, ethnicity, religion, beliefs, sexual orientation, disability, or intersectional factors (a combination of two or several of the mentioned kinds of discrimination).

Geographical barriers: Living in, for example, remote or rural areas, on small islands or in peripheral/outermost regions , in urban suburbs, in less serviced areas (limited public transport, poor facilities) or less developed areas in third countries, may constitute a barrier.

Digital Transformation

To support the digital transformation in a human-centric manner and address and societal challenges such as AI or disinformation more effectively Europe needs education and training systems that are fit for the digital age. In line with the strategic priorities of the Digital Education Action Plan (2021-2027), and with the two Council Recomentations adopted in November 2023 on a) the key enabling factors for successful digital education and training, and b) improving the provision of digital skills in education and training, the Erasmus+ programme can play a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content.

The programme will support the first strategic priority of the Action Plan, the development of a high-performing digital education ecosystem, by building capacity and critical understanding on how to exploit the opportunities offered by digital technologies for teaching and learning in all types of education and training institutions at all levels and for all sectors, and to develop and implement digital transformation plans for educational institutions.

The programme will also support the second strategic priority of the Action Plan by supporting actions aimed at enhancing digital skills and competence development at all levels of society and for everyone (including young people with fewer opportunities, students, job seekers and workers). The focus will be on fostering both basic and advanced digital skills as well as digital literacy, which has become essential for everyday life and for enabling people to navigate a world full of algorithms and participate fully in civil society and democracy.

In line with these two strategic priorities of the Action Plan, the European Digital Education Hub was established to reinforce cooperation on digital education at the EU level and to contribute to exchange of good practices, co-creation and experimentation. The aim of the Hub is to support Member States through closer cross-sectoral cooperation by addressing digital education in a lifelong learning perspective. The Hub connects national authorities, the private sector, experts, researchers, education and training providers and civil society through a more agile development of policy and practice in digital education.

The Programme should reach out to a larger target group both within and beyond the Union by a greater use of information, communication and technology tools, combined use of physical mobility and virtual learning and virtual cooperation.

Environment and fight against climate change

Environment and climate action are key priorities for the EU now and in the future. The European Green Deal Communication is the European new growth strategy and recognising the key role of schools, training institutions and universities in engaging with pupils, parents, and the wider community on the changes needed for a successful transition to climate neutrality by 2050. In addition, the Council Recommendation on learning for the green transition emphasizes the need to provide learners of all ages with opportunities to find out about the climate crisis and sustainability through both formal and non-formal education, and to make learning for the green transition a priority in education and training policies and programmes. Sustainability should become a part of the entire spectrum of education and training, including curricula, professional development for educators as well as buildings, infrastructure and operations. The Erasmus+ programme is a key instrument for building knowledge, skills, and attitudes on climate change and supporting sustainable development within the European Union and beyond. The programme will increase the number of mobility opportunities in green forward-looking domains which foster the development of competences, enhance career prospects and engage participants in strategic areas for sustainable growth, with special attention to rural development (sustainable farming, management of natural resources, soil protection, bio-agriculture). Moreover, Erasmus+, with mobility at its core, should strive for carbon-neutrality by promoting sustainable transport modes and more environmentally responsible behavior.

Environment and the fight against global warming is a horizontal priority in selecting the projects. Priority will be given to projects aimed at developing competences in various green sectors, including those within the framework of the contribution from education and culture to sustainable development goals, developing green sectorial skills strategies and methodologies, future-oriented curricula, as well as initiatives that support the planned approaches of the participating organisations regarding environmental sustainability.

The Programme supports the use of innovative practices to make learners, staff and youth workers true actors of change (e.g. save resources, reduce energy use, waste and carbon footprint, opt for sustainable food and mobility choices). Priority will also be given to projects that - through education, training, youth and sport activities - enable behavioural changes for individual preferences, cultural values, awareness, and more generally support active engagement for sustainable development.

Therefore, organisations and participants involved should strive to incorporate green practices in all projects when designing activities, which will encourage them to discuss and learn about environmental issues, to reflect about local actions and to come up with greener ways of implementing their activities.

Platforms such as the European School Education Platform (including eTwinning) and EPALE will continue to produce support materials and facilitate the exchange of effective educational practices and policies for environmental sustainability. Erasmus+ is also a powerful instrument to reach out to and engage with a wide spectrum of players in our society (schools, universities, VET providers, youth and sport organisations, NGOs, local and regional authorities, civil society organisations, etc.) who can become active agents in the transition towards climate neutrality by 2050.

Participation in democratic life, common values and civic engagement

The Erasmus+ Programme addresses the citizens' limited participation in democratic processes and their lack of knowledge about the European Union, and tries to help them overcome the difficulties in actively engaging and participating in their communities and in the Union's political and social life. Strengthening citizens' understanding of the European Union from an early age is crucial for the Union's future. In addition to formal education, non-formal learning can enhance the citizens' understanding of the European Union and foster a sense of belonging.

The Programme supports active citizenship and ethics in lifelong learning; it fosters the development of social and intercultural competences, critical thinking and media literacy. Priority is given to projects that offer opportunities for people's participation in democratic life, as well as social and civic engagement through formal or non-formal learning activities. The focus is put on raising awareness of and understanding the European Union context, notably in regards the common EU values, the principles of unity and diversity, as well as their social, cultural and historical heritage.

In the field of youth, the Youth Participation Strategy has been designed to provide a common framework and support the use of the Programme to foster youth participation in democratic life. The Strategy aims to improve the quality of youth participation in the Programme and complements key EU Youth Policy documents, such as the EU Youth Strategy and the EU Youth Goals. The Youth Participation Toolkit accompanies the Strategy and aims to, in practical terms, enhance the participation of young people in each of the actions of the Programme, by sharing know-how, recommendations, tools and practical guidance. The toolkit includes in its modules a special focus on how to cover the new horizontal priorities in the projects.

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The Programme seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Organisations and participants with fewer opportunities themselves are at the heart of these objectives and, with this in mind, the programme puts mechanisms and resources at their disposal. When designing their projects and activities, organisations should have an inclusive approach, making them accessible to a diverse range of participants.

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White Phoenix 2025 — Latvia | The Beginning of the White Phoenix

White Phoenix 2025 in Latvia was the first stage of the White Phoenix learning journey.

Through non-formal education, experiential learning, teamwork, reflection, outdoor activities, creative methods and intercultural learning, young people explored identity, personal strengths, trust, cooperation, responsibility and their relationships with others.

The project created a safe international learning environment where participants could experience challenges, reflect on them together and gradually develop their ability to communicate, cooperate, take responsibility and support others.

Rather than introducing a ready-made White Phoenix philosophy, the Latvia stage created the shared experience from which the White Phoenix approach could begin to develop.

The learning journey continued later in 2025 through the second White Phoenix youth exchange in Cyprus.

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During the Latvia youth exchange, participants explored:

• identity and self-awareness
• personal strengths and limitations
• trust and cooperation
• communication and teamwork
• responsibility and leadership
• personal and shared values
• inclusion and respect for diversity
• intercultural dialogue
• resilience and overcoming challenges
• reflection and learning from experience

Learning was built around experience: do → experience → reflect → understand → try again.

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Learning Through Experience

White Phoenix Latvia was based on non-formal and experiential education.

Participants learned through practical challenges, teamwork, outdoor learning, role-play and simulation, creative activities, discussions, storytelling, individual and group reflection, peer learning and intercultural exchange.

The activities were designed not simply to discuss values and personal development, but to create situations in which participants could experience them in practice and reflect on what those experiences meant.

Daily reflection supported participants in recognising their learning and connecting project experiences with their lives beyond the youth exchange.

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The Phoenix adventure continues

Latvia was the beginning, not the conclusion.

The experiences, questions and learning generated during the first youth exchange became a foundation for the next stage of White Phoenix in Cyprus later in 2025.

Some participants continued their learning journey, while new participants brought new experiences and perspectives.

This combination of continuity and openness became an important feature of the developing White Phoenix pathway.

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Explore moments, learning activities and participant experiences from the first White Phoenix youth exchange in Latvia.

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White Phoenix 2025 — Cyprus | Continuing the Adventure

White Phoenix 2025 in Cyprus continued the learning journey that began in Latvia.

The second youth exchange created a new international learning environment in which previous experience met new participants, perspectives and challenges.

Through experiential and non-formal learning, participants continued exploring identity, trust, cooperation, responsibility, values, inclusion, intercultural dialogue and their role within a community.

Some young people brought experience from the previous White Phoenix activity, while others joined the journey for the first time. This allowed previous learning to be shared without turning it into a fixed model: new participants were equally encouraged to question, contribute and shape the common experience.

Cyprus therefore became the second stage of the developing White Phoenix pathway and helped transform individual experiences from the two youth exchanges into shared practical principles for living, learning and cooperating together.

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During the Cyprus stage, participants continued exploring:

• identity and self-awareness
• personal and shared values
• trust and mutual support
• responsibility for oneself and others
• communication and conflict resolution
• cooperation and leadership
• inclusion and diversity
• intercultural understanding
• personal choice and consequences
• participation in a learning community
• reflection and learning from experience

The focus gradually moved from “What am I experiencing?” towards “How do we create a community in which different people can learn, cooperate and grow together?”

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The Cyprus programme continued the White Phoenix approach to experiential and non-formal learning.

Participants learned through teamwork, practical challenges, outdoor learning, simulations and role-play, creative activities, storytelling, intercultural exchange, peer learning, discussions and structured individual and group reflection.

Previous participants were encouraged to share experience and support others, while new participants brought different perspectives and challenged the group to reconsider familiar ideas.

Reflection remained an essential part of the process: participants were encouraged not only to complete activities, but to understand what they had learned about themselves, other people and cooperation within a diverse international community.

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By the end of the 2025 pathway, participants had accumulated experience from two connected international learning environments — Latvia and Cyprus.

Through cooperation, challenges, reflection and everyday life together, recurring questions became increasingly visible:

How do we want to treat each other?
What helps people feel safe and included?
What responsibilities do we have towards the group?
How can we disagree while maintaining respect?
How can experienced participants support newcomers without speaking for them?

These experiences created the foundation for the White Phoenix Code of Conduct 2025 — a practical expression of how members of the learning community agreed to behave, cooperate and take responsibility for the shared learning environment.

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White Phoenix Cyprus — Experience & Memories

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White Phoenix Cyprus — Experience & Memories

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Explore moments, learning activities and participant experiences from the second White Phoenix youth exchange of 2025.

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The Code of Conduct answered an important practical question:

How do we behave and cooperate with each other?

But the experience of 2025 opened another question:

Why do these principles matter? What values stand behind them?

This question became one of the starting points for the next stage of the learning pathway — Reborn of the Phoenix 2026.

In 2026, participants moved from reflecting on practical principles of interaction towards exploring the shared values and principles that could unite a diverse learning community.

This process would lead to the development of the White Phoenix Charter 2026.

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Reborn of the Phoenix 2026 — Part I | From Principles to Values

Reborn of the Phoenix 2026 — Part I opened a new stage of the White Phoenix learning pathway.

Building on the experience of White Phoenix 2025, the youth exchange brought together returning and new participants and expanded the learning community through the involvement of new partner organisations.

While the 2025 pathway had resulted in the White Phoenix Code of Conduct 2025, focusing on practical principles of respectful, safe and inclusive interaction, Reborn of the Phoenix invited participants to go one step further.

The central question became:

What values stand behind the way we choose to live, learn, cooperate and take responsibility together?

Through non-formal education, experiential learning, dialogue, reflection, peer learning and international cooperation, participants explored values, inclusion, responsibility, solidarity, participation and their role within a diverse European learning community.

Part I therefore marked a transition from shared experience and practical principles towards the conscious exploration of shared values.

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Questions Behind Our Values

During Part I, participants explored questions such as:

• What values guide my choices?
• Which values can we share despite our differences?
• What does responsibility mean in practice?
• What does inclusion require from each of us?
• How can diversity strengthen a community?
• What does solidarity mean beyond words?
• How do freedom and responsibility relate to each other?
• How can young people participate meaningfully in their communities?
• Which principles can unite people without requiring them to think alike?

The purpose was not to find one “correct” answer, but to create a space where different experiences and perspectives could meet through dialogue, reflection and cooperation.

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Learning Through Experience, Dialogue & Reflection

The learning process combined experiential and non-formal education with structured reflection and participant-led exploration.

Methods included:

• experiential learning
• teamwork and cooperative challenges
• small-group discussions
• simulations and role-play
• storytelling and metaphor-based learning
• outdoor learning
• intercultural learning
• peer learning and peer support
• individual and group reflection
• value exploration and moral dilemmas
• creative tasks and collaborative decision-making

Participants were encouraged to connect concrete experiences with broader questions about values, responsibility, inclusion and participation.

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From “How?” to “Why?” — Beginning the White Phoenix Charter

The White Phoenix Code of Conduct 2025 provided one of the starting points for the learning process.

Participants revisited practical principles developed from the 2025 experience and began asking what values and ideas stood behind them.

The process moved from:

How do we behave towards each other?
↓
Why do these principles matter?
↓
Which values do they express?
↓
Which values and principles can unite a diverse White Phoenix learning community?

Through discussion, reflection and collaborative work, participants began developing the White Phoenix Charter 2026.

The Charter was therefore not presented to participants as a finished document. It emerged through a process of questioning, discussion, comparison of perspectives and collective formulation.

Part I created the foundation and working material that would be further reviewed, tested and developed during Part II.

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What Did Participants Develop?

By the end of Part I, participants had strengthened their:

Knowledge — understanding of personal and shared values, inclusion, diversity, solidarity, responsibility, participation, intercultural dialogue and European values.

Skills — communication, active listening, teamwork, reflection, dialogue, critical thinking, expressing and defending ideas respectfully, collaborative decision-making and working in an intercultural environment.

Attitudes — openness to different perspectives, respect for diversity, personal responsibility, mutual trust, willingness to participate and readiness to contribute to a shared learning community.

Participants also gained practical experience in transforming individual reflections and group discussions into shared principles and collectively created content.

These learning outcomes became the foundation for the next stage of Reborn of the Phoenix.

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Reborn of the Phoenix — Part I | Learning in Action

Explore the learning process, participant reflections, collaborative work and results created during Reborn of the Phoenix 2026 — Part I.

The materials below document the journey from individual experience and dialogue towards the first shared formulations of the White Phoenix Charter 2026.

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KULTURAS BIEDRIBA ALTERNATIVA REALITATE (LATVIA)

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KULTURAS BIEDRIBA ALTERNATIVA REALITATE (LATVIA)

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Visaginas meno rezidencija (LITHUANIA) TOCHKA

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Visaginas meno rezidencija (LITHUANIA) TOCHKA

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PIF Visaginas - Point - Tochka made by AR

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Reborn of the Phoenix 2026 — Part II | From Values to Action

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Reborn of the Phoenix 2026 — Part II | From Values to Action

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Reborn of the Phoenix 2026 — Part II continued the learning process started during Part I and brought the two-stage Reborn journey towards its practical outcomes.

Participants returned to the questions, ideas and shared values explored during the first mobility and examined how these could be translated into responsibility, active participation and concrete action.

The learning process moved through three interconnected questions:

What values and principles unite us?
What position do we take as young people?
How can we transform our values and ideas into action?

Part II combined reflection, dialogue, collaborative decision-making, peer learning and practical project development.

This process led to the finalisation of the White Phoenix Charter 2026, the development of the Phoenix Manifesto 2026, and the creation of five Erasmus+ project ideas by participants.

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Part II did not restart the learning process. It continued from the experience and working material developed during Part I.

Participants revisited the values and principles they had previously explored, reflected on them from new perspectives and examined how they worked in practice within a diverse international group.

Ideas were discussed, questioned, reformulated and developed through collaborative work.

Returning to the same questions in a new learning environment allowed participants to move beyond first impressions and develop a more conscious understanding of responsibility, inclusion, solidarity and participation.

The two-stage structure therefore supported progression rather than repetition:

EXPERIENCE → REFLECTION → REVISITING → DEEPER UNDERSTANDING → APPLICATION

Work on the White Phoenix Charter began during Part I through the exploration of values and principles behind the practical experience of the White Phoenix learning community.

During Part II, participants returned to this material, discussed different formulations, compared perspectives and further developed the shared principles.

Through this collaborative process, the White Phoenix Charter 2026 was completed.

The Charter answers the question:

What do we believe in, and which values and principles can unite us despite our differences?

It does not require participants to share identical opinions. Instead, it identifies common values and principles that can support cooperation, inclusion, responsibility and participation within a diverse learning community.

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From Values to Position — Phoenix Manifesto 2026

Identifying shared values was not the end of the process.

Participants were invited to consider what these values mean when applied to the world around them:

What does responsibility require from us?
What does active citizenship mean in everyday life?
What prevents young people from participating?
What does meaningful inclusion look like?
What are we prepared to take responsibility for?

These reflections became the basis for the Phoenix Manifesto 2026.

While the Charter expresses the values and principles that unite the White Phoenix learning community, the Manifesto expresses the participants’ position regarding active citizenship, inclusion, responsibility and participation.

In this way, the learning process moved from:

VALUES → POSITION

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From position to action: From Ideas to Erasmus+ Projects

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From position to action: From Ideas to Erasmus+ Projects

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The final challenge was to transform reflection into possible action.

Participants worked in teams to develop five Erasmus+ project ideas inspired by the needs, values and issues explored during the White Phoenix learning journey.

They learned how to move from:

NEED → OBJECTIVE → TARGET GROUP → ACTIVITIES → EXPECTED RESULTS → IMPACT

The process introduced participants to practical elements of Erasmus+ project development and encouraged them to think not only as participants in international activities, but also as potential initiators of future youth projects.

The five ideas are not presented as guaranteed future funded projects. They are participant-created concepts that can be further developed, adapted and potentially transformed into future initiatives.

Participants continue to have access to Erasmus+ project-development resources through the shared White Phoenix Padlet, allowing work on these ideas to continue beyond the physical mobility.

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During Part II, participants strengthened their:

Knowledge — understanding of active citizenship, inclusion, participation, solidarity, European values, youth initiatives and Erasmus+ opportunities.

Skills — communication, teamwork, leadership, critical thinking, argumentation, collaborative decision-making, problem-solving, initiative, project idea development and presenting ideas to others.

Attitudes — responsibility, openness to diversity, confidence to participate, willingness to take initiative and belief in their ability to contribute to their communities.

A particularly important development was the transition from discussing social and personal questions towards asking:

“What can we do about it?”

Participants were encouraged to see themselves not only as beneficiaries of Erasmus+ opportunities, but as young people capable of contributing ideas, initiating activities and participating in the development of their communities.