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Good Practice: "Digital Systemic" project, shared by Urska Cesnik, @Tipovej! 

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Good Practice: "Digital Systemic" project, shared by Urska Cesnik, @Tipovej! 

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Good Practice: "Digital Systemic" project, shared by Urska Cesnik, @Tipovej! 

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Good Practice: "Digital Systemic" project, shared by Urska Cesnik, @Tipovej! 

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Find out more what "Digital Systemic" project has to offer, access the platform https://www.digitalyouthwork.net/en/opportunities for more resources

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80 Perspectives on Artificial Intelligence – A Guide to Youth Work

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80 Perspectives on Artificial Intelligence – A Guide to Youth Work

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80 Perspectives on Artificial Intelligence – A Guide to Youth Work - Mediakasvatusseura ry

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Jarno Alastalo’s new guide for professionals working with young people explores artificial intelligence and its potential applications in the field.

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Gen-AI interpreted outcomes from the 2nd session conversations on tensions of intersection between youth work and digital transformation.

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Physical contact is important. So can you have relationship in the digital world?

Relationships are a lot about listening.

We share lots of personal things with AI, it doesn't judge you, it gives you positive support all the time. You don't feel frustration and you need as a human go through frustration of human relationships.

Young people nowadays try to avoid physical interaction, keep it safe, hide behind avatars.

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Some colleagues feel ashamed or uncomfortable using AI openly.

AI seen as a “co-pilot,” not a replacement for human thinking.

Useful for structure, drafting, writing, and idea generation.

AI reliability depends on the task.

AI makes mistakes and should not be trusted blindly.

Fact-checking and cross-checking outputs are essential.

AI compared to “a toddler with a huge brain.”

Prompting skills are becoming essential.

Experimentation and trial-and-error help build AI literacy.

Expertise takes time — avoid passive dependence on AI.

Need to discuss ethical limits and boundaries of AI use.

Youth work can help young people reflect critically on AI.

Creativity also comes from silence, reflection, and independent thinking.

AI can support creativity and learning when used intentionally.

Question raised: how much AI-assisted work is still “your own”?

Tension between inspiration, imitation, originality, and authorship.

Humans know where their inspirations come from; AI does not.

Encourage young people to explain and reflect on their creative process.

Important to question who influences opinions and narratives online.

Suggested creating “challenge groups” for critical discussion and reflection.

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Educate and support parents, adults, and children in understanding digital platforms and social media use.

Young people often learn behaviours through observation and imitation on social media.

Digital parenting and digital education should help define what is acceptable and expected from both young people and parents.

There is a need to protect children and young people from harmful or manipulative online environments.

Digital health concerns were raised, especially around addictive algorithms and excessive screen use.

Participants discussed the need for age limits and clearer regulations for digital platforms.

Some participants suggested that countries could introduce stronger regulatory approaches, similar to restrictions used for harmful products or substances.

Reflection was raised on whether digital platforms should face stricter accountability measures.

The idea of finding balance between innovation, freedom, and protection was discussed.

Communities and organisations should work together rather than leaving individuals alone to decide how to approach digital tools.

Practical digital literacy and critical thinking education are needed to help young people navigate online environments safely.

Participants highlighted the importance of helping young people distinguish between online and offline reality.

Concerns were raised about social media companies benefiting financially from users’ attention and data.

Endorsing popular tools can unintentionally support business models that may not align with youth work values.

Privacy restrictions and data protection remain an important concern when using mainstream digital platforms.

Participants discussed the tension between staying modern and relevant while also protecting young people.

Using popular platforms can help connect with young people and support communication, but may also normalise problematic systems.

Social media platforms were described as products driven by commercial goals rather than educational or wellbeing purposes.

There was discussion about whether youth work organisations should develop common ethical guidelines or shared positions on platform use.

Participants recognised that completely avoiding mainstream platforms may isolate youth work from young people’s realities and communication spaces.

The importance of moderation, informed use, and conscious decision-making when selecting tools was highlighted.

Digital interactions can sometimes reduce authentic or physical social interaction.

Remaining relevant in digital youth work requires continuous reflection on ethics, safety, influence, and the unintended consequences of platform use.

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Digital Youth Work Hub:
Resources, Expert Interviews and an AI agent for your strategy

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Digital Youth Work Hub:
Resources, Expert Interviews and an AI agent for your strategy

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Resources, Expert Interviews and an AI agent for your strategy

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Awero not-for-profit organisation manages this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@awero.org.

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Awero not-for-profit organisation manages this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@awero.org.

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AI can support tasks, but humans should stay in control.

AI is useful for support work, not for replacing people.

AI helps with structure, drafts, and getting started.

AI may increase stress and pressure on wellbeing.

AI risks excluding people with lower digital skills.

Human opinions are imperfect, but authentic.

AI outputs can seem more polished and convincing.

Vulnerability and human touch are irreplaceable.

Emotional support requires real human presence.

AI should not handle sensitive emotional situations alone.

Free digital tools often rely on exploiting user data.

AI and the internet may disrupt creative jobs and society.

Youth work should stay focused on mentorship and facilitation.

Human connection is the “magic” youth work must protect.

Overdependence on AI may weaken social interaction skills.

Digital environments can become addictive.

Online spaces constantly expose users to advertising and influence.

“Digital detox” and no-phone spaces were suggested.

Youth work should help reconnect young people to real-life relationships and communities.

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Four critical theorists ask whether today’s AI is doing more than just changing how we work. At stake throughout is not only what AI does, but what social order it helps reproduce, and what it would mean to resist the imperative of AI altogether.

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Podcast 17 - Critique of AI: with Matteo Pasquinelli, Anna-Verena Nosthoff, Roland Meyer, and Rainer Mühlhoff - KTB

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How should we criticize AI, and how shouldn’t we? This episode features a roundtable discussion organized by the Centre for Social Critique at HU Berlin on February 16th, 2026, featuring Matteo Pasquinelli, Anna-Verena Nosthoff, Roland Meyer, and Rainer Mühlhoff, moderated by Jacob Blumenfeld. Throughout the conversation, the discussants criticize AI as an ideology, a mode […]

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Three things Davos wants young people to know about AI.

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Three things Davos wants young people to know about AI.

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At Davos 2026, AI dominated the agenda. Beyond debates about industries and bubbles, one question kept surfacing: what does any of this mean for young people, the ones who will inherit it? Three messages from the stage stood out.

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AI and youth: the double-edged sword of cognitive growth

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AI and youth: the double-edged sword of cognitive growth

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Artificial Intelligence and Youth: Cognitive, Educational, and Behavioral Impacts

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Artificial Intelligence and Youth: Cognitive, Educational, and Behavioral Impacts

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Background: Artificial Intelligence (AI) and Generative AI (GenAI) are increasingly integrated into educational and professional settings, offering personalized learning, productivity gains, and enhanced engagement. However, excessive reliance may compromise critical thinking, autonomous problem-solving, and emotional regulation among youth (i.e., adolescents and young adults) and early-career professionals. Aim: This review examines the cognitive, educational, and behavioral impacts of AI and GenAI use in youth, highlighting implications for their responsible integration in learning and professional development. Methods: A narrative review was conducted, synthesizing empirical studies, psychometric instruments, and international policy frameworks addressing AI engagement. Emphasis was placed on cognitive, behavioral, educational, and ethical dimensions across youth and early-career professionals. Results: AI enhances learning efficiency, creativity, and professional decision-making but may also foster cognitive offloading, dependency, and addiction-like behaviors. Instruments such as the Conversational AI Dependence Scale (CAIDS) and the Problematic ChatGPT Use Scale (PCGUS) help identify maladaptive patterns. Effective strategies include structured pedagogy, human oversight, reflective practice, AI literacy, and ethical guidance. Paradoxically, higher AI competence and trust may increase reliance, underscoring the need for guided and balanced engagement. Conclusions: Responsible AI integration requires multidimensional approaches combining instructional scaffolding, metacognitive strategies, supervision, and governance to preserve autonomy, professional judgment, and cognitive development in youth.

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One in ten teens in US say they do all or most of their schoolwork with chatbots’ help. And 59% think students at their school use AI to cheat at least sometimes a third say it happens extremely or very often. Feb.2026

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Colleen McClain and Monica Anderson and Olivia Sidoti and William Bishop

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Just over half of U.S. teens say they’ve used chatbots for help with schoolwork, and 12% say they’ve gotten emotional support from these tools. Teens tend to view AI’s future impact on their lives more positively than negatively.

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A short story by Jarno Alastalo, a techno philosopher, on some questions to ask when using AI in youth work context

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Exploring Digital Transformation in European Solidarity Corps Volunteering Activities”

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3rd webinar of the series”Artificial Intelligence and critical thinking in European Solidarity Corps”

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What are the daily questions to ask when living with a robot?

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What are the daily questions to ask when living with a robot?

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My Year Living with a Robot | Emily Kate Genatowski | TED

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FULL DISCUSSION: Yuval Noah Harari Warns AI Will Take Over Language, Law, and Power at WEF | AI1G

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The European Union is committed and determined to become a global leader in Artificial Intelligence, a leading AI continent.

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Self-assessment of competences for digital youth work 

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Self-assessment of competences for digital youth work 

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Published in 2023 by the Strategic Cooperation Project of National Agencies on Digital Youth Work. Self-assessment tool adapted by the “Digital Systemic” project team.

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Developing digital competencies and capacities in youth work

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### This activity supports youth workers and youth work managers in recognising, assessing, and developing digital competencies and capacities within their organisations. Drawing from the key European frameworks DigComp, Digital Competence Framework for Youth Workers, and Digital Capacity Framework for Youth Work Organizations, it offers tasks and reflections tailored to each group to guide their digital development in practice. **By completing this activity, you will:** - Identify your current digital competencies and areas for growth.
- Engage in reflective and practical tasks to improve digital skills and practices.
- Understand how digital competencies support inclusion, participation, and innovation in youth work. ### Get inspired Digital competencies are essential for navigating today’s world—whether as an individual, a youth worker, or an organisation. According to DigComp, digital competence involves not just using technology but doing so critically, ethically, and effectively. Youth workers and managers need specific competencies to facilitate digital youth work and build organisational readiness. **Explore the following resources:** - [DigComp](<https://www.digitalyouthwork.net/storage/content/ch6m69056mddbrpd588k5kum7962flr6.pdf>) (Digital Competence Framework for Citizens) is used to understand core digital skills.
- [Digital Competence Framework for Youth Workers](<https://www.digitalyouthwork.net/storage/content/s5de98d81ohedsc4d6o1knf3bm0jr432.pdf>) – for youth work-specific digital skills.
- [Digital Capacity Framework for Youth Work Organisations](<https://www.digitalyouthwork.net/storage/content/kosgng20rechesojvcqb7v71uladh48u.pdf>) – for assessing and developing organisational digital readiness. Watch the following videos on digital competencies: ![youtube](<https://www.youtube.com/watch?v=YRRuIuSDTqE>){type=video} ![youtube](<https://www.youtube.com/watch?v=ir6_W-wd4eE>){type=video} ### Take action: activities for different roles: Explore the following role-specific badges to access activities designed to enhance your digital youth work within the organisation: Navigate to a specific badge and complete activities as a youth worker and youth work manager. Involve young people in co-designing digital youth work solutions. - Youth workers can use the **Digital Skills Navigator** badge activities and tasks to help young people identify and reflect on their digital competencies.
- The **Digital Practice Shaper** badge offers youth workers to assess and strengthen their digital youth work competencies.
- The **Digital Capacity Strategist** badge invites youth work managers to evaluate and build their organisation’s digital capacity. ### Claim open badge recognition Upon completing the activities, participants can claim digital badges recognising their competence in understanding personal and professional digital skills development, ethical and inclusive digital youth work practices, strategic planning, and organisational digital transformation. ### Who created this resource? This activity is based on: - [DigComp 2.2](<https://publications.jrc.ec.europa.eu/repository/handle/JRC128415>): The Digital Competence Framework for Citizens (European Commission, 2022)
- [Digital Competence Framework for Youth Workers ](<https://www.digitalyouthwork.net/storage/content/kcc7lj6hufonvmkk8e0n9g05nu49pp29.pdf>)(DYW SNAC, 2023)
- [Digital Capacity Framework for Youth Work Organisations](<https://www.digitalyouthwork.net/storage/content/v29m88onu0vg7bckmklthdls3a4g5v1b.pdf>) (DYW SNAC, 2023) **Next steps**: Explore additional activities related to AI literacy, digital participation, and online safety. Use your badge portfolio to track your growth and discover learning pathways. ![](</storage/content/hed1v6thksd0s3q2su5nubrlv3brvgtt.png>)

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Capacities of Organisations for Digital Youth Work

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Capacities of Organisations for Digital Youth Work

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Published in 2023 by Strategic Cooperation project of the NAs on Digital Youth Work

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Coordinator and editor: Veronica Stefan; Main author: Lasse Siurala

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ASSESSMENT TOOL ON DIGITAL CAPACITIES OF YOUTH WORK ORGANISATIONS

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The assessment tool on digital capacities of youth work is an outcome of the Digital Youth Work Strategic Cooperation between National Agencies (DYW SNAC). It has been developed and tested together with the European community of youth work practitioners between 2021 and 2023, with the support of the National Agencies for Erasmus+ and European Solidarity Corps (NAs).

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Youth Workers Competence model on using AI

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Youth Workers Competence model on using AI

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Published in 2024 by the project “Artificial Intelligence for Youth Work”

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The results of the AI for Youth Work project

Digital Catalogue of eLearning experiences on AI

48 multi-language open educational resources (e.g., learning modules, interactive presentations and use cases, simulations, learning games, and quizzes) addressed to youth workers and tailored to foster each competence outlined in the Competence Framework .

Catalogue of AI E-Learning Resources
Pilot Report

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AI4YouthWork - Enhancing Youth Work through Artificial Intelligence

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Mozilla Data Collective: Community driven initiative to create data sets for more ethical creation and usage of gen. AI

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Mozilla Data Collective: Community driven initiative to create data sets for more ethical creation and usage of gen. AI

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Mozilla Data Collective is rebuilding the AI data ecosystem with communities at the centre.

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The ‘Futures of Youth Work’ research report explores the evolving landscape of youth work.

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NEW: Research Report on Futures of Youth Work

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Practical Tools on exploring Futures of Youth work created by the EAYW

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Practical Tools on exploring Futures of Youth work created by the EAYW

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Skip to content

Welcome to the Resonance space of the European Academy on Youth Work and the 'Futures of Youth Work' research!

If you are interested in youth work and what youth work might look like in the future, you are in the right place!

The starting point for such reflection is the future foresight research project entitled " Futures of Youth Work". The research project is an integral part of the European Academy on Youth Work which creates online and physical spaces to support youth work's innovation and development.

The purpose of the Futures of Youth Work research is twofold:

To generate valuable knowledge about the potential trajectories of youth work in Europe, and to generate stimulating conversations around that topic. The aim is to conceptualise plausible 'trends' that could steer youth work over the next 25 years and sense what it might look like in 2050.

By exploring a broad range of uncertainties and mapping out potential outcomes, the project seeks to identify possible future challenges, changes and needs. Its ambition is to equip youth workers, youth work practitioners and policymakers with proactive and actionable recommendations, effectively guiding their present actions in preparation for future scenarios.

(The 'Futures of Youth Work' research report)

So, the research should not be seen as a future-telling crystal ball, but rather as a conversation starter about how youth work might evolve in the future, considering the societal trends and changing needs of young people.

What can you find here at the Resonance space? What is the invitation?

First, you can download the complete research report, or you may engage with different parts of the report.

Secondly, you find a ' toolbox' that offers you a few tools and resources that will support hosting conversations about the futures of youth work in your context and experimentation with future-readiness approaches and concepts.

Toolbox for Futures

The Toolbox section contains a variety of tools that you can use to start conversations about the future of youth work in your context. Some of these tools are suggested frameworks or exercises to be used, while others are fully developed games to support future literacy.

The toolbox will continue to grow throughout time, so stay tuned!

Click on the pictures below to access each of the tools!

Some of the tools were used during the Workshop "Futures of Youth Work: From Survival to Shaping the Future", which was held in Kranjska Gora, Slovenia, on 17 - 19 June 2025.

To see an example of using these tools in a specific context, you can check the final report of the workshop HERE and hear more about the participants' reflections HERE.

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Skip to content If you are interested in youth work and what youth work might look like in the future, you are in the right place! The starting point for such reflection is the future foresight research project entitled " Futures of Youth Work".

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Practical methods to work on futures thinking

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Practical methods to work on futures thinking

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Published by SITRA, the Finnish Innovation Fund.

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Futures Frequency - Workshop facilitator’s handbook - Sitra

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A workshop method for building alternative futures

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IFR releases position paper on AI in robotics - The Robot Report

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Artificial intelligence is transforming the robotics field at a rapid pace, according to the International Federation of Robotics or IFR.

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Published by SITRA, based on the existing 'weak signals' - emering phenomena that might become mainstream in the future.

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How Europe can survive the AI labor transition

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How Europe can survive the AI labor transition

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The central question for liberal democracies is not whether AI will reshape labor markets, but whether today’s political systems can govern a transition already underway — without eroding the social contract that underpins democratic consent.

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Carnegie Endowment for International Peace

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Carnegie Endowment for International Peace

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Strategic Europe offers insightful analysis, fresh commentary, and concrete policy recommendations from some of Europe’s keenest international affairs observers.

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What do youth workers need to know aboutArtificial Intelligence?

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What do youth workers need to know aboutArtificial Intelligence?

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“Youth workers feel apprehension, scepticism and enthusiasm — often all at once. Their voices must shape how AI enters the youth sector.”

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Artificial Intelligence Competence Needs for Youth Workers

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The rapid developments in AI technology and the rise of accessible AI-powered tools are transforming the way we live, work and learn. While young people have already warmly embraced these solutions, with Gen Z being the most active users and experimenters of Generative AI (Microsoft, 2024), there is a sense of confusion and fear among youth workers about the future of how AI tools are going to be used in the youth sector, mixed with diverse emotions and viewpoints ranging from apprehension, scepticism, resistance to feelings of enthusiasm and recognition of the significance of AI’s role in the field (Pawluczuk, 2023). This study aims to advance knowledge on the specific competencies required by youth workers to effectively integrate AI into their professional activities, as well as picture the current and potential use of AI for youth professionals. The publication is part of the Artificial Intelligence for Youth Work (AI4YouthWork)project, a pioneering initiative under the Erasmus+ programme, co-funded by the European Union, dedicated to enhancing the youth sector across Europe through the integration of artificial intelligence (AI). The project unites four organisations - Lascò from Italy, TEAM4Excellence from Romania, Kyttaro Enallaktikon Anazitiseon Neon from Greece, and Contextos from Portugal -, aspiring to contribute to increasing youth professionals’ capacity to harness AI’s potential to enhance the quality, attractiveness and effectiveness of their work, and prepare young people to thrive in AI-powered environments. Chapter 1 introduces the project, highlighting the steps and methodological approaches to achieving the main objectives and the expected results. Chapter 2, dedicated to the research methodology, outlines the approach and techniques used to conduct this study. It includes the research design, data collection methods through systematic review, focus groups and interviews, data analysis procedures, as well as limitations and criteria for ensuring the validity and reliability of the findings. Chapter 3 presents the results of the desk research conducted by the consortium partners to explore the intersections of artificial intelligence, youth and youth work. The chapter is divided into four main sections, addressing an introduction to AI, the impact of AI on youth, the role of youth workers in the AI revolution, and practical applications of AI in youth work settings. Chapter 4 outlines the needs, challenges, and tasks involved in integrating AI into youth work, presenting the results of focus group discussions which have been conducted in each partner country. Chapter 5 sets out the publication’s conclusions, formulating recommendations for the development of an AI Competence Framework for Youth Workers, and enhancing the capacity of youth professionals to harness AI in their work.

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Young people connecting in different way.

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Young people connecting in different way.

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They have relationships with chatbots and with many other people online, who they might also know them.

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While relating to student the lecturer might not know if the AI is behind the student or between them and the student.

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"If we can't fight Big tech, how do we adapt or work around it?"

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"If we can't fight Big tech, how do we adapt or work around it?"

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Maybe we don't need to fight it, we can use it for our specific purposes.

We can use their approach (algorithms) to serve our aims, but being aware of the dangers and how much we are giving away (information, personal data). Make a clear intention considering dangers and opportunities.

Should we use intentionally the approach of algorithm (creating FOMO - Fear of missing out, to sell an idea/event to attract young people? Is it ethical if its with a positive intention/purpose?

(Our view, that it is Ok if it doesn't harm/hurt anyone). ALSO, we can inform young people of using such approach, so that they are aware/concious of their participation

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Can we "capitalise" the AI/digital tools to support and sustain our work?

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Can we "capitalise" the AI/digital tools to support and sustain our work?

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Bridge between privare and civic society to support use of such tools with social/value based purpose.

If using "ads" for example to supprot platforms, choose ethically and consciously which business/corporations/initiatives you allow and include.

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There are tests to create AI youth worker.

Maybe there could be algorithms that could signal if young person is in a potential danger.

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How much AI is provising too fast and lazy answers, taking away moments of discussion that boost cognition and foster creative thinking.

We need more boredom and slower humane processes

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What sort of relationship we are talking about?

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What sort of relationship we are talking about?

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- The digital and human world are intertwined for young people: let's call it 'onlife' (life = online).

- Youth workers need to be present where young people are: we need to be invited in their spaces.

- The way of working with young people is the same offline and online, with the same principles & values that apply

- Youth workers need to know where young people are and need to know how to be present there (e.g. platforms, social media), but don't need to be experts and don't need to know everything. Also learning by doing and be guided by youth.

-We support young people in exploring their human and digital skills

- AI can support youth workers in their work, but can't do the actual work as human connection is the core of youth work

- Listening and co-creation skills of what young people want & need are very important

- There will be specialists and generalists in the field: and that's okay.

- Need for qualifications of the skills?

- As in companion we end with a question: Should we? Is it the ole of youth workers to address all kind of issues in the online world of youth?

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Conclusions from the group in the document

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Conclusions from the group in the document

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2. Using tools built by others, for purposes that aren't ours

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Conclusions from the group in the document

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Conclusions from the group in the document

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3. Creating with AI - who is in the driver's seat?

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Conclusion from the group in the document

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Conclusion from the group in the document

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Digital youth work is not suitable or accessible for everyone.

Participants highlighted examples of governments providing tablets or devices to support young people’s digital access.

Quality internet access was identified as a key issue for inclusion.

Governments and public systems were seen as having responsibility to ensure access to high-speed internet and universal digital services.

Concerns were raised that people living in disadvantaged situations, including low-income households and rural areas, are often left behind in digital participation.

Participants stressed that engaging in digital youth work services should remain a personal choice for young people.

Some young people or groups may actively choose not to participate in digital activities, and this choice should be respected.

The COVID-19 period was highlighted as an example of how physical youth services can disappear when digital services become dominant.

Participants challenged the assumption that “everyone is online” or equally connected.

Questions were raised about who benefits from digital youth work and who may become excluded.

Participants reflected on the need to identify who wants digital access, who does not want it, and who genuinely needs additional support to gain access.

Digital activities may attract some young people while unintentionally excluding others with fewer resources, weaker connectivity, or lower digital confidence.

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One of the foundation of a relationship is reliability. How much are we "walk the talk" and what about the AI? Who is more reliable for the young people?

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Healthy digitalisation should be promoted alongside strong attention to young people’s mental health.

Participants highlighted that there is a very thin line between supporting digital engagement and negatively affecting wellbeing.

Sharing images and pictures of young people online can create delicate or risky situations related to privacy, safety, and consent.

Promoting projects, initiatives, or activities online may unintentionally contribute to data collection and commercial exploitation by digital companies.

Online communities can create important spaces of belonging and support for excluded or isolated young people.

Digital tools and online support systems can help young people cope with different life situations and challenges.

Participants recognised both risks and opportunities in digital youth work, especially around wellbeing, inclusion, visibility, and data ethics.

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Tech soup - support for non-profit for organisations

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Tech soup - support for non-profit for organisations

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Goodstack - support for some online products for non-profit

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Goodstack - support for some online products for non-profit

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Goodstack is on a mission to make it easy to do good. Unlock your nonprofit’s potential with our tailored software discounts and fundraising tools.

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Spread the word about your nonprofit's mission, engage new supporters, fundraise in more ways online-do all this and more when you join Google for Nonprofits.

Here's what's available in:

Steps to get Google products

Request a Google for Nonprofits account

Once your nonprofit is verified, we'll let you know by email

Then you can activate and use the individual products

Request a Google for Nonprofits account

Once we've verified your organization's eligibility, you'll be able to activate the Google products that best meet your needs.

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Digital Tools for Nonprofits - Google for Nonprofits

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Make an impact with help from Google. Get access to digital tools to spread the world, collaborate with your team, fundraise and more.

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Organisational level: 1. Protecting the human core of youth work

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Organisational level: 1. Protecting the human core of youth work

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Keep and strengthen human connection.

Protect safe spaces and trust-based environments already offered by organisations.

Make space for wellbeing, reflection, and even “digital detox”.

Protect creativity and critical thinking in the age of AI and algorithmic influence.

Emerging message:
Digital transformation should not weaken the relational, reflective, and human-centred foundations of youth work.

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2. Developing organisational capacity and culture

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2. Developing organisational capacity and culture

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Build digital capacities for all staff, not only specialists.

Develop organisational cultures that are adaptive, experimental, and open to learning.

Let go of fear of failure and become more comfortable with uncertainty and experimentation.

“Embrace the chaos” as part of transformation processes.

Move from ad hoc reactions towards more strategic approaches.

Emerging message:
Organisations need cultures of learning, experimentation, and strategic adaptation rather than fear-based or purely reactive approaches.

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3. Ethical and conscious digital transformation

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3. Ethical and conscious digital transformation

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Protect privacy and personal data.

Develop more conscious approaches to technology use.

Cooperate with digitally skilled people and communities instead of trying to solve everything internally.

Use a more intentional process:
Research → Strategy → Action

Emerging message:
Digital transformation in youth work organisations should be ethical, reflective, collaborative, and strategically guided rather than technology-driven for its own sake.

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Macro level – Youth (Work) Field: The youth work field needs stronger collective capacity and shared learning

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Macro level – Youth (Work) Field: The youth work field needs stronger collective capacity and shared learning

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Build expertise on AI and digitalisation within the youth work field.

Create stronger cultures of lifelong learning and continuous adaptation.

Share knowledge, practices, tools, and experiences across the sector.

Create more space for experimentation and learning by doing.

Develop common tools, frameworks, or guidelines together instead of everyone responding alone.

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2. Protecting human values, rights, and democratic participation

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2. Protecting human values, rights, and democratic participation

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Protect privacy and personal data.

Ensure young people are involved in decision-making around technology and regulation.

Create safe spaces for experimentation that are not fully controlled by governments or Big Tech companies.

Critically analyse regulations, platform power, and technological influence.

Rework how information is shared and controlled in society.

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3. Reimagining the role of youth work in rapidly changing societies

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3. Reimagining the role of youth work in rapidly changing societies

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Youth work needs to understand and respond to broader societal changes.

Employment and future work are becoming increasingly unpredictable.

Youth work can support transversal human skills such as communication, relationships, adaptability, reflection, and social connection.

The field may not need to “fight” Big Tech directly, but should consciously navigate and influence digital realities.

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4. Emerging tensions and future-oriented questions

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4. Emerging tensions and future-oriented questions

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How do we use mainstream technologies without becoming dependent on them?

How do we balance innovation with ethics and wellbeing?

How do we create safe digital spaces without overregulation?

Should youth work develop its own tools and infrastructures?

Could AI tools such as chatbots support first contact and accessibility while keeping human relationships central?

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Evaluating Biases in Large Language Models 

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Evaluating Biases in Large Language Models 

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No, AI is not sentient — and that’s a good thing

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No, AI is not sentient — and that’s a good thing

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Hereby a few links of the online trend monitors we have currently going on in some places in the Netherlands:

https://prezi.com/view/M3VJhmFy2eRo6bSlddOJ/ (Amsterdam: certain trends in different thematical areas are identified and for each trend is specified how youth view these trends, how the reactions are on social media, tips for professionals)

https://media.licdn.com/dms/document/media/v2/D4E1FAQFbs9QVIwWg_w/feedshare-document-pdf-analyzed/B4EZ28khVrJ4AY-/0/1776985187816?e=1779321600&v=beta&t=qHmuDOyYqD6o3UzGm3fU3mqSV6aFgd9ypXdQP18g_g4(About online radicalisation among youth)

https://www.linkedin.com/posts/bente-seijkens_onze-eerste-trendmonitor-staat-online-ugcPost-7450919544233250816-kXpW?utm_source=social_share_send&utm_medium=member_desktop_web&rcm=ACoAAAusQcQBnqja2KL3ieAEzfZZM2Sk8gOd2wA (Heerlen, signals online trends among youth)

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Veiligheid/Criminaliteit Zwangere vrouw doodgeschoten in Sneek: massale reacties van bezorgde jongeren In dit bericht op social media gaat het over een tragische gebeurtenis in Sneek, waar een zwangere vrouw van 32 jaar door haar partner is doodgeschoten. Het nieuws werd massaal

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Handout: What do youth workers need to know about AI? 

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Handout: What do youth workers need to know about AI? 

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Handout: How Europe can survive the AI labor transition? 

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Handout: How Europe can survive the AI labor transition? 

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Handout: AI and youth - the double-edged sword of cognitive growth 

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Handout: AI and youth - the double-edged sword of cognitive growth 

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Handout: Three things Davos wants young people to know about AI

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Handout: Three things Davos wants young people to know about AI

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Handout: A roadmap for action on AI, Youth policy and youth work

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Handout: A roadmap for action on AI, Youth policy and youth work