TOY - Trainers Online for Youth
This is a reference for Mariia Herashchenko
Aims and objectives of my workshops were:
Aim:
1) To equip participants with tools for critical thinking in media consumption by understanding the disinformation, misinformation, their influence and actions, and recognizing logical fallacies in media.
2) To raise awareness about different forms of cyberbullying and their emotional and psychological impact, while developing empathy and strategies for prevention.
Objectives:
- Introduce key concepts in media and information literacy.
- Provide tools to assess information credibility.
- Develop skills to detect logical fallacies and misinformation;
- Identify types and patterns of cyberbullying;
- Understand the effects of online harassment on mental well-being;
- Explore effective responses and support mechanisms;
- learn the links between rights and mental health
The group consisted of 40 people aged 16 to 23 from Germany, Italy, Poland, Wales with diverse social and educational backgrounds, including people with and without disabilities.
Team - trainers from Wales, Poland and Ukraine
Experiential Learning (Learning by Doing)
I consistently used hands-on activities (e.g. Dixit communication cycle, conspiracy creation lab, role-plays, learning stations) to help participants experience how misinformation, manipulation, and online harm work, rather than only learning about them theoretically.
Interactive Presentation & Guided Input
Core concepts (media literacy laws, misinformation/disinformation, logical fallacies, hate speech, digital wellbeing) were introduced through short, visual presentations combined with facilitator-led explanations, ensuring clarity while keeping sessions engaging and accessible.
Gamification for Engagement and Assessment
Tools like Kahoot quizzes, energizers, competitions with small rewards, and playful challenges were used to boost motivation, reinforce learning, and check understanding in a low-pressure, youth-friendly way.
Group Work and Collaborative Analysis
Participants regularly worked in small groups to analyze media articles, fake news examples, cyberbullying scenarios, and conspiracy narratives, fostering peer learning, discussion, and shared critical thinking.
Role-Play, Simulation, and Embodiment Techniques
You
I used role-play (cyberbullying scenarios), statues/body expression (misinformation vs disinformation), mime, and silent communication to demonstrate abstract concepts such as manipulation, projection, communication barriers, and emotional impact in a memorable, embodied way.
Creative and Arts-Based Methods
Art-making, drawing, collage, creative writing, meme creation, and designing “safe digital spaces” allowed participants to process complex media and emotional experiences non-verbally, supporting reflection, emotional awareness, and inclusion of different learning styles.
Reflective Practice and Emotional Check-Ins
Structured reflection moments (group debriefs, sharing circles, written reflections, mood check-ins) were integrated to help participants connect content to their own experiences, emotions, mental health, and online behaviors.
Critical Dialogue and Debunking Discussions
Facilitated discussions, audience debunking after conspiracy presentations, and guided questioning encouraged participants to challenge information, identify logical fallacies, understand psychological drivers of hate, and practice respectful counter-speech and critical dialogue.
By the end of the training, participants were more able to:
- Explain why hate speech occurs online, including personal, psychological, and social factors.
- Recognize the emotional “baggage” people may project through online hate and its impact on others’ mental well-being.
- Understand how information can change as it is shared, with details lost, exaggerated, or altered.
- Distinguish between misinformation (unintentional distortion) and disinformation (intentional manipulation).
- Reflect on how visuals, emotions, and assumptions shape interpretation and meaning online.
- Identify practical strategies to stay safe, feel supported, and protect others in digital spaces;
- Develop a personalized set of strategies to support healthy digital habits, emotional regulation, and well-being;
- Understand their online rights better and know how to protect themselves.
- Prepare a safe, inclusive, and age-appropriate learning environment with clear objectives and materials;
- Establish group agreements and safeguarding measures to support respectful and emotionally safe participation;
- Facilitate discussions in a non-judgmental, trauma-informed, and youth-centered way;
- Guide activities that build understanding of online hate, misinformation, and emotional impact;
- Monitor participants’ well-being and respond appropriately to sensitive or triggering moments;
- Encourage reflection and practical skill-building for healthy digital habits and online safety;
- Provide follow-up support, resources, and evaluation after the training.
I was also responsible to prepare 3-4 methods with description and all details as a contribution for the booklet which is to be printed out and used in educational intitutions by educators.