TOY - Trainers Online for Youth
This is a reference for Anton Toshev
The ECO-ROBOTEERS training aimed to equip young people with practical knowledge and skills in robotics while raising awareness of environmental sustainability through non-formal, hands-on learning. The activity focused on enabling participants to design and build robotic prototypes using recyclable materials, demonstrating how technology can contribute to sustainable solutions.
The training addressed the need for accessible STEM education, environmental engagement beyond theory, and the development of transversal skills such as teamwork, leadership, time management, and problem-solving in an international setting. It provided young people with opportunities to take active roles, collaborate in multicultural teams, and apply creative thinking to real-life challenges.
The activity aligned with the goals of the participating organisations by supporting youth empowerment, sustainability education, innovation, and active citizenship. It strengthened organisational capacity by introducing transferable methodologies and practices that can be further used in future youth projects and local activities.
The target group of the ECO-ROBOTEERS activity consisted of young people aged 16–25 with an interest in technology, sustainability, and active participation in environmental initiatives. The participants came from diverse educational backgrounds and had varying levels of prior experience in robotics, ensuring inclusiveness and peer learning.
The activity involved a total of 32 participants from four countries: Lithuania, Bulgaria, Italy, and Romania. Each country was represented by 7 young people and 1 group leader, creating a balanced international group and a strong multicultural learning environment.
This international composition encouraged intercultural dialogue, exchange of perspectives, and collaborative problem-solving, while fostering a sense of European cooperation and shared responsibility for addressing environmental challenges.
The training was based entirely on non-formal learning methods, placing participants at the center of the learning process through active involvement and experiential learning.
The main methods used included learning by doing through hands-on robotics workshops, where participants designed and built prototypes using recyclable materials. Group work in international teams was used to encourage cooperation, peer learning, and intercultural exchange.
The training also included brainstorming and ideation sessions to stimulate creative thinking and innovative problem-solving, as well as project-based learning, where participants planned, implemented, and presented their prototypes. Reflection sessions, group discussions, and daily evaluations were used to support learning awareness, self-assessment, and knowledge transfer.
These non-formal methods ensured high engagement, practical skill development, and meaningful learning outcomes connected to real-life environmental challenges.
The training activity successfully achieved its main educational and social objectives by strengthening participants’ competencies in robotics, sustainability, teamwork, and leadership through non-formal learning. Participants designed and built functional robotic prototypes using recyclable materials, demonstrating a clear understanding of basic robotics principles and their application to environmental challenges.
The success of the training was evident through the high level of engagement, active participation, and quality of the final prototypes. A key outcome was the Open Day, which included two public events—one indoors and one outdoors. During these events, participants presented and demonstrated the LEGO-based robots they had built, explained their functionality, and shared their learning process.
The Open Day also featured a robotics tournament, involving not only the project participants but also members of the general public. Participants interacted with people in public spaces, explained basic robotics concepts, and shared newly acquired knowledge, showing increased confidence, communication skills, and ownership of the learning outcomes. The strong public interest and interaction confirmed the relevance and visibility of the project.
The training results were documented and disseminated through the partners’ communication channels, including organisational websites and social media platforms, where photos, videos, and project descriptions were published to ensure visibility and long-term impact.
My role in the ECO-ROBOTEERS project was that of a full-time trainer and facilitator, responsible for leading the core learning process throughout the activity. I facilitated the majority of the programme sessions, guided group work, and supported participants during both technical and reflective activities.
I co-created the overall project programme together with the team, ensuring a coherent learning flow aligned with the project’s objectives. A key responsibility was creating and maintaining a safe, inclusive, and participatory learning environment, where young people felt encouraged to take initiative, collaborate, and lead parts of the sessions themselves.
In addition, I supported participants who facilitated or co-led activities, mentoring them in leadership, teamwork, and time management. I also contributed to group dynamics, conflict prevention, and team cohesion.
After the activity, I remained in contact with participants, providing follow-up support related to practical matters such as reimbursements and clarifying project-related questions, ensuring continuity, trust, and a positive overall learning experience.