About the project
The project “NORTHSTAR: A Learning Design Framework for Youth Work in a Changing World” co-funded by the Erasmus Plus Programme was developed in response to a clearly identified need within the youth work sector: while non-formal education is a core strength of youth work in Europe, many youth workers lack structured tools and theoretical grounding to intentionally design learning processes that lead to long-term impact.
Youth organisations increasingly work with young people facing complex challenges such as social exclusion, mental health issues, rapid digitalisation, and uncertainty about the future. Although youth workers are skilled facilitators, research and needs analysis conducted during the preparation phase of the project showed that learning activities are often designed intuitively, without a coherent learning narrative or clear connection between objectives, methods, and reflection. This can limit the sustainability and transformative potential of learning experiences.
The project aimed to address this gap by strengthening youth workers’ competences in learning design, combining insights from non-formal education, experiential learning, neuroscience of learning, and motivation theory. The intention was not to replace existing practices, but to enhance them by increasing intentionality, coherence, and reflective depth. This approach aligns closely with the European Youth Work Agenda, which emphasises the educational role of youth work and the need for innovation and quality development in the sector.
The overall objective of the project was to improve the quality and impact of youth work by equipping youth workers with practical tools to design meaningful, learner-centred learning journeys. This was translated into three specific objectives:
SO1: The first objective was to equip 20 youth workers from 10 European youth organisations with the knowledge, skills, and tools to design intentional and impactful learning experiences through a five-day international training course.
SO2: The second objective was to introduce one comprehensive Learning Design Framework tailored to youth work realities, providing clear steps and guiding questions for planning learning processes.
SO3: The third objective was to support participants in prototyping and testing innovative learning experiences that could be transferred and implemented in their local contexts.
Beyond skill development, the project also aimed to strengthen professional identity, reflective practice, and international cooperation among youth workers. By creating a safe and participatory learning environment, the project sought to foster peer learning, shared professional language, and renewed motivation. In doing so, it contributed directly to Erasmus+ objectives related to quality improvement in youth work, professional development, and European cooperation.
Results
Several results of the project are particularly worth sharing, as they respond to concrete needs in the youth work sector and offer innovative, transferable approaches that can be used beyond the participating organisations, such as:
1. The Learning Design Framework: developed and tested during the project, this framework provides youth workers with a clear and practical structure for designing learning experiences, supporting intentionality without limiting flexibility. It translates complex learning concepts into accessible guiding questions and steps that can be applied in non-formal education contexts. Participants reported that this framework helped them move from intuitive activity planning towards coherent learning journeys with clearer objectives, reflection moments, and learning transfer.
2. The integration of neuroscience-informed learning concepts into youth work practice. The project introduced participants to key concepts from the neuroscience of learning, including types of memory (working memory, long-term memory, retrieval), schemas, attention and focus, metacognition, cognitive biases, and growth mindset. These concepts equipped youth workers with a shared, evidence-informed professional language to better understand how learning happens and to design activities accordingly. This result is particularly valuable, as such scientific perspectives are rarely addressed in youth work training, yet they significantly enhance the quality, inclusiveness, and sustainability of learning experiences for young people.
3. The adaptation of the 5E Experience Design model: by applying the Engage – Explore- Explain – Elaborate – Evaluate cycle, the project demonstrated how learning can be intentionally sequenced to support motivation, understanding, and long-term retention.
4. The Learning Museum method supported metacognitive learning by encouraging participants to reflect not only on what they learned, but on how they learned. By curating and sharing learning artefacts, participants developed deeper awareness of their learning processes and strengthened learning transfer.
5. Learning experience prototypes, designed by participants using the Learning Design Framework and 5E model. These prototypes responded to real needs identified in participants’ local contexts and addressed themes such as: human rights education; educational programmes on democracy and civic participation, youth engagement and empowerment; inclusive learning environments and digital literacy.
Press release
Călărași, 12 June 2025 – Dear Future Self Association, in partnership with nine youth organizations from across Europe, implemented between February and October 2025 the Erasmus+ project “NORTHSTAR: A Learning Design Framework for Youth Work in a Changing World,” co-funded by the European Commission through the Erasmus+ Programme. The project aimed to increase the quality of non-formal education and the impact of youth work activities by strengthening the professional competences of youth workers needed to consciously create and structure learning processes.
The project responded to a need identified by the members of the consortium in their day-to-day work: the lack of clear, easy-to-use tools to support youth workers in creating effective learning processes with long-term impact. In a context marked by social exclusion, mental health challenges, and rapid digitalization, the North Star project sought to improve the quality of non-formal education through a coherent approach grounded in solid theoretical principles.
The main activity consisted of a five-day international training mobility held between 7–11 June 2025, which brought together 20 youth workers from 10 countries: Belgium, Bulgaria, Greece, Italy, Lithuania, North Macedonia, Poland, Romania, Spain, and Türkiye. Participants, all with relevant experience in non-formal education and youth program development, explored a Learning Design Framework adapted to the realities of youth work, integrating concepts from experiential learning, motivation theory, and the neuroscience of learning.
The project results include:
- strengthened learning design competences for all participants;
- testing and validation of a practical framework for designing learning experiences, easily adaptable to local contexts;
- development of five transferable prototypes of educational experiences on topics such as human rights, democracy, inclusion, and digital literacy;
- reinforced European cooperation and professional identity among youth workers.
“As the challenges young people face become increasingly complex, youth workers need the skills to create truly transformative learning environments—ones that are not only engaging in the moment, but that also have a lasting impact. By understanding how learning works, including insights from neuroscience, we can support young people in developing personalized learning strategies and better prepare them for a constantly changing world”, said Alina Dumitru, project manager.
Through this initiative, the partner organizations contribute directly to the Erasmus+ objectives of quality, innovation, and the professionalization of youth work, by providing the sector with practical tools to create more relevant, coherent, and sustainable learning experiences.
Testimonials
Discover the experience through the voices of the youth workers themselves: what they learned, what inspired them, and how the project is shaping their work with young people.
For me, it was a truly powerful experience. I was introduced to many new theories I hadn’t encountered before, all of which are incredibly useful when designing learning programs for youth and even beyond. By far, my favorite is the 5E Experience Model. I had already been applying some of its elements in practice, but now having the full framework in one place will help me structure my work much more effectively.
I gained a lot of new knowledge that I’m excited to take back home and share with my colleagues. Spending these days with people who share similar interests and exchanging best practices has left me feeling inspired and motivated to create my own initiatives.
I feel like I’ve grown both professionally and personally, and I’m excited to bring these ideas into my own practice. Thank you
Everything felt balanced: the mix of theory, interactive exercises, and time to reflect really worked. I loved activities like YOYO, LEGO, and the Museum of Learning because they let us experience the Learning Design Framework hands-on, not just as an abstract concept.
It was flexible, adaptable, and something I can see myself using in my own youth work. Overall, it was a thoughtful, well-paced programme that left me inspired and confident to try new approaches.
