TOY - Trainers Online for Youth
This is a reference for Vassilena Varbanova
This training course equips youth workers with the knowledge and practical tools to understand modern forms of youth radicalisation and extremism and to strengthen prevention and early intervention in everyday youth work. It explores how radicalisation can develop today through a mix of offline vulnerabilities and online environments – including algorithm-driven content, influencer “pipelines,” closed communities, memes and coded language, conspiracy narratives, identity-based recruitment, and hybrid ideologies that blend lifestyle content with extremist framing.
he target group of the activity consisted of youth workers and individuals actively involved in youth work and community-based initiatives. Participants were both experienced and newly engaged youth workers who shared an interest in innovative approaches to youth work, including the use of digital tools, non-formal education methodologies, and prevention of radicalisation. The group was composed of socially engaged and motivated individuals who were open to creative and participatory learning methods and committed to applying their learning in practice through follow-up activities and dissemination efforts.
Participants were required to be over 18 years old, actively working with young people on a regular basis, and able to communicate effectively in English. An additional requirement was a strong motivation to actively contribute to all phases of the training process, including implementation of at least one follow-up activity after the training. Participants currently serving in the European Solidarity Corps volunteering programme were not eligible.
The activity brought together participants from a wide range of European countries, ensuring a strong international and intercultural learning environment. Countries represented included Romania, Turkey, Greece, North Macedonia, and Serbia, with participants from this group travelling via shared transport (bus or car). Additional participants came from Spain, Italy, Slovakia, Portugal, Germany, Belgium, the Netherlands, and Denmark, travelling by plane, bus, or train. A third group of participants represented Estonia, Latvia, Lithuania, Finland, Sweden, Poland, and France, also using a combination of air, land, and rail transport. Finally, Bulgarian participants were included as part of the host country group.
Overall, the activity brought together a diverse group of youth workers from across Europe, combining different professional backgrounds, levels of experience, and national contexts. This diversity contributed to rich peer learning, exchange of practices, and the development of shared understanding around innovative youth work approaches in a multicultural setting.
Non-formal education methods such as experiential learning, group discussions, and collaborative workshops.
-Gamification principles to engage participants in active problem-solving.
-Role-playing and scenario-based learning to practice real-world applications of conflict resolution.
-Peer learning and exchange of good practices among participants.
The training activity resulted in strengthened competencies, practical tools, and concrete follow-up actions among participating youth workers in the field of prevention of radicalisation and promotion of digital resilience.
1. Improved understanding of radicalisation pathways
Participants developed a deeper and more nuanced understanding of contemporary radicalisation processes, with particular emphasis on online environments, algorithm-driven content exposure, and hybrid extremist narratives. This resulted in increased analytical capacity to identify how radicalisation can develop in everyday digital contexts affecting young people.
Output: Shared conceptual understanding of online and hybrid radicalisation pathways documented through group reflections and session summaries.
2. Increased capacity for early identification and ethical response
Youth workers strengthened their ability to recognise early warning signs of vulnerability without stigmatizing young people. The training reinforced ethical, rights-based approaches to engagement, focusing on dialogue, trust-building, and safeguarding principles.
Output: Collection of case-based learning scenarios and response strategies developed by participants during workshops.
3. Development of prevention tools and methods
Participants were equipped with practical prevention toolkits, including non-formal education activities, facilitation methods, and digital resilience exercises. These tools aim to strengthen protective factors such as critical thinking, sense of belonging, and media literacy among young people.
Output: Participant-created toolkit of activities and methods for local use in youth work settings.
4. Strengthened cooperation with families
The training improved youth workers’ capacity to engage families as active partners in prevention processes, including communication on digital safety and constructive cooperation strategies.
Output: Practical guidelines and communication approaches for family engagement in prevention work.
5. Enhanced referral competence and multi-agency cooperation
Participants improved their understanding of referral mechanisms and cooperation pathways with local support services, ensuring safer and more structured responses in sensitive situations. Emphasis was placed on youth-friendly and rights-based approaches.
Output: Mapping of local referral systems and simplified pathway models for youth workers.
6. Local prevention action planning and partnerships
Each participant developed or contributed to a local prevention action plan, including ideas for partnerships within their local youth work ecosystems. These plans support the transfer of learning into concrete community-level interventions.
Output: Individual or group-based local action plans for prevention initiatives implemented after the training.
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I worked as a co-trainer within the trainers’ team, supporting both the design and delivery of the training activity.
During the preparation phase, I contributed to the development of sessions and non-formal learning activities in line with the training objectives, ensuring they were participatory and suitable for an international group of youth workers.
During the training, I co-facilitated sessions, supported group work and reflection processes, and helped maintain an inclusive and engaging learning environment. I also contributed to monitoring group dynamics and adjusting activities when needed in coordination with the team.
Overall, my role combined input into the training design with active facilitation and support during implementation.