TOY - Trainers Online for Youth
This is a reference for Vassilena Varbanova
The training activity aimed to address one of today’s most pressing digital challenges: the spread of misinformation, disinformation, fake news, and conspiracy theories. Its overall purpose was to strengthen media and digital literacy among young people and educators by using an innovative, game-based learning approach. Instead of treating these issues as abstract or purely theoretical, the training used educational board games to make them concrete, interactive, and easier to understand and engage with.
In terms of needs, the training responded to several interconnected gaps. First, it addressed the need for stronger critical thinking and information evaluation skills, since many young people are regularly exposed to online content without having the tools to assess its credibility. Second, it responded to the lack of engaging educational methods for teaching media literacy, especially methods that go beyond traditional lectures. Third, it met the need for educators and youth workers to have practical, adaptable tools they can integrate into their own teaching practice. Finally, it also responded to a broader societal need: building resilience against manipulation and polarization in digital spaces.
The training fit closely with the goals of the organisations involved in the Erasmus+ project by directly translating their mission into practice. If the organisations aim to promote active citizenship, inclusion, and digital competence, then the training operationalised these goals through experiential learning, collaboration, and co-creation. By involving participants in designing and playing educational board games, the activity turned strategic objectives—such as fostering critical thinking, media literacy, and democratic engagement—into hands-on learning outcomes. It also supported organisational goals related to innovation in education and international cooperation, since participants from different countries worked together, exchanged perspectives, and developed transferable tools that can be used across schools, youth centres, and community settings.
The target group of the training activity consisted of youth workers and professionals who are actively involved in working with young people on a regular basis. Participants included both experienced and newly engaged youth workers who shared a common interest in digital literacy, media education, and innovative educational methods. They were socially engaged, motivated, open to creative and interactive learning approaches, and capable of communicating effectively in English. In addition, all participants were over 18 years old and were not currently taking part in the European Solidarity Corps volunteering service. They were also committed to applying the acquired knowledge in their local communities through follow-up activities and dissemination efforts.
The training brought together participants from a wide range of European countries, ensuring a strong international and intercultural dimension. The involved countries were Romania, Turkey, Greece, North Macedonia, Serbia, Spain, Italy, Slovakia, Estonia, Latvia, Lithuania, and Bulgaria as the host country. This diverse group allowed participants to exchange experiences, compare approaches to youth work and media literacy, and collaborate on developing innovative tools to address misinformation and disinformation across different cultural contexts.
The training used non-formal education methods throughout, with a strong focus on experiential, participatory, and learner-centred approaches. Instead of traditional lectures, participants learned by doing, reflecting, and collaborating with others, which made the learning process more interactive and practice-oriented.
One of the main approaches was experiential learning, where participants engaged directly in activities related to misinformation, media literacy, and digital content analysis. For example, they worked in groups to explore how fake news spreads online and reflected on real-life cases of misinformation.
The training also made extensive use of gamification principles, particularly through the design and use of educational board games. Participants actively played and co-created games that simulated information flow, manipulation strategies, and media bias. This helped them develop problem-solving skills in an engaging and motivating way.
Another key method was role-playing and scenario-based learning, where participants acted out different roles such as journalists, social media users, or fact-checkers. Through these scenarios, they practiced identifying manipulation techniques, responding to misinformation, and making informed decisions in realistic situations.
In addition, the training included group discussions and collaborative workshops, where participants exchanged ideas, analysed topics together, and co-developed learning tools. This was complemented by peer learning and exchange of good practices, allowing participants from different countries and professional backgrounds to share experiences, compare approaches, and learn from each other’s methods in youth work and media education.
Overall, the combination of these non-formal learning methods ensured active participation, critical thinking, and practical skill development throughout the training.
The training activity achieved several important results related to digital media literacy, critical thinking, and non-formal education innovation. One of the main outcomes was the development and use of educational board games on media literacy, which transformed complex topics such as misinformation, disinformation, and manipulation techniques into interactive learning tools.
Another key achievement was the creation of a digital toolkit for educators and youth workers, designed to support the transfer of methods and activities into local contexts. This toolkit allows participants and other professionals to replicate and adapt the training content in schools, youth centres, and community settings.
The training also led to a clear increase in digital and media literacy skills among participants. They improved their ability to critically analyse online content, identify fake news, verify sources, and understand how information can be manipulated. Closely connected to this was an enhancement of critical thinking and active citizenship, as participants became more confident in questioning information and engaging responsibly in democratic digital spaces.
In addition, the activity contributed significantly to capacity building for educators and youth workers. Participants gained practical tools and methods that they can integrate into their daily work with young people, strengthening the overall quality and innovation of youth education practices.
Finally, the training fostered strong international cooperation and networking, connecting professionals from multiple countries. This led to long-term collaboration, exchange of good practices, and the creation of a shared European approach to tackling misinformation.
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.