In youth work curricular/ programs to include modules about technology and digital reality and age. 2. Youth work as official profession/ high education programs of youth work. 3. Official recognition of youth work/ers. 4. Mentorship of youth workers - psychological and coaching support. 5. More good practice sharing on local, national. international levels. 6. Critical thinking trainings for youth workers.

Developing community reliance. 2. Financial capacity for youth workers, stuff training/ salaries to have full concentration, motivation on youth work. 3. More self-reflection tools for behaviour change. 4. Too much responsibility on oneself, self control tools.

More programs, up to date materials, trainings for youth workers. 2. Emotional support - we aren't and shouldn't need to be superheroes.

Needs assessment - young people contributing by expressing their needs related to digital literacy

Mapping the existing opportunities, stakeholders, formal education courses tackling media literacy for example - we do not initiate something totally new, but also building based on previous efforts made in the field and engaging other actors active in the field as well. Cooperation between civil society youth work providers and public authorities is important

Youth participation in the governance and control in the field - this needs resources to be mobilised (competencies, civil society organisations, clear and understandable system) - organised or unorganised young people (involving not only organised YP, but also informal groups or unaffiliated youth)

Accessibility of the processes (lack of inclusion and transparency in the discourse about the digital developments, in the policy-making processes) + safe spaces for participation (inclusivity and the diversity of young people - representation of marginalised groups in participation processes, non-judgemental space for young people to feel safe to participate) 

Volunteer-based approach - not forcing young people to participate in designing and governing. Giving the power to the young people is also more encouraging and motivating for them + ownership on the processes

Challenge: mainstream media can not reflect realities - controlled by the governments, so media literacy is even more important in these contexts - for young people to know and recognise this challenge

Young people are experts in the field - recognising them not only as people at risk, but experts as well

Including media/digital literacy and digital governance in formal education systems + youth participation embedded in formal education system

Involving young people in creating different projects/exploring risky situations for answering to potential risky situations

Having young people in the center of all the steps - needs assessment, policy/ making/regulations/governing, implementation, evaluation and follow up

Youth workers helping young people being more self-aware and supporting them identifying both which are the effects of social media that influence their feelings, as well as self regulation measures. Developing toolkits, tips and tricks together with young people, which to be used 

By being informed and curious - youth workers being up to date with trends and developments 

AI-generated content as a new entertainment ecosystem

Understanding that AI is not just a tool but also a content creator shaping memes, videos, filters, narratives, and trends.

Limits of their own expertise

Knowing that youth workers are not expected to be super-humans or all-knowing digital experts — and that this is normal.

Legal tools and protection mechanisms

Awareness of reporting channels, legal options, and institutional support available when young people face: blackmail

exposure to toxic or harmful content, online harassment or privacy violations

AI tools adapted to different environments

Understanding how AI tools function differently depending on context (school, youth centre, online platforms, community spaces).

Knowing both sides: Risks and opportunities of AI about misinformation, bias, deepfakes — but also creativity, accessibility, learning support, and empowerment.

Knowing how to teach young people how to put the right questions.

Knowledge about how to ethically use digital tools.

Knowledge how to involve young people in the process.

Facilitate critical thinking in digital and non-digital spaces: Guiding young people to question, compare, verify, and reflect — without needing to be the “expert in the room”.

Flexibility in navigating new technologies - Adapting quickly when AI tools evolve, when platforms change, or when young people bring new digital trends.

Adaptability in conversations about AI. Balancing risk-awareness with curiosity, avoiding patronising tones, and opening space for exploration and co-learning.

Creating safe spaces for uncertainty.Helping young people articulate confusion, doubt, or discomfort when facing overwhelming online information.

Contextualising AI tools. Choosing and using AI tools that fit the environment, the group, and the learning goals.