Within the HEARTS project, partner organisations organised local workshops and various events to introduce young people and broader public to digital tools supporting mental wellbeing. Below are reports from these activities.
HEARTS Final Dissemination Webinar
11 March 2026
The HEARTS project consortium organised the final dissemination webinar presenting the key results of the Erasmus+ project HEARTS – Harnessing Digital and AI Tools for the Mental Health of Youth.
The online event gathered youth workers, educators, and representatives of organisations working with young people who were interested in exploring how digital and AI tools can be used as supportive educational resources in youth work.
The webinar opened with a short introduction to the project and the context that led to its development. Partners explained the growing importance of mental health in youth work and the increasing presence of digital technologies in the everyday lives of young people.
Participants were then introduced to the project methodology, including how digital tools were tested through workshops with young people and through reflections from youth work practice. Particular attention was given to the ethical dimension of using digital tools in the context of mental health, emphasising that such tools should be understood as supportive educational resources rather than therapeutic interventions.
One of the central parts of the webinar was the presentation of the main project results. The partnership introduced four functional categories of digital tools that can support youth mental health, highlighting practical examples of their use in youth work activities.
The webinar also presented the HEARTS Toolkit, a practical guide developed within the project. The toolkit provides youth workers and organisations with structured guidance, examples of workshops, and recommendations for the responsible use of digital and AI tools when addressing topics related to emotional well-being and mental health.
The event concluded with an open discussion where participants shared their reflections and experiences from working with young people and using digital tools in educational contexts.
The webinar represented an important step in disseminating the results of the project and encouraging youth workers and organisations to explore innovative ways of supporting young people’s well-being.
🎥 The recording of the webinar, presentation slides, and additional materials are available in the Media & Resources section of the project website.
HEARTS Local Event – Presentation of Project Results
10 March 2026
On Monday, March 9, the Youth Association Novotarium hosted a local dissemination event presenting the results of the Erasmus+ project HEARTS – Harnessing Digital and AI Tools for the Mental Health of Youth.
The event gathered youth workers, educators, and members of the local community interested in exploring new approaches to supporting young people’s mental health through digital and AI tools.
During the event, participants learned about the project activities, research findings, and practical experiences gained during the testing of digital tools designed to support emotional well-being among young people.
Several types of applications and platforms were introduced, including tools for:
• emotional awareness and mood tracking
• relaxation and stress management
• self-reflection and personal development
• digital peer support
Participants also discussed how these tools can be integrated into youth work activities, workshops, and educational programs.
An important part of the discussion focused on the responsible and critical use of digital technologies in youth work.
Digital tools can help young people better understand their emotions, build healthy habits, and access support more easily. However, the role of youth workers remains essential in guiding young people toward safe, ethical, and meaningful use of these technologies.
The event also introduced the HEARTS Toolkit, a practical resource created within the project. The toolkit includes workshop models, activities, and recommendations that youth workers can use when working with young people on topics related to mental health and digital well-being.
The event concluded with an open discussion where participants shared their experiences working with young people and reflected on the opportunities and challenges of using digital tools in youth work.
We would like to thank everyone who attended the event and contributed to the discussion and exchange of ideas.
Final Local HEARTS Dissemination Event in Belgium
6 March 2026
On 6 March 2026, Erasmus Mundus Association organized an online local dissemination event titled “Final Local Event: Digital & AI Tools for Youth Mental Health” within the framework of the HEARTS Project. The event was held on the Webex platform and gathered 14 participants, including association members, students, alumni, and individuals interested in youth well-being, education, and digital innovation.
The dissemination event aimed to present the objectives, implementation process, and outcomes of the HEARTS project while encouraging reflection on the growing role of digital and AI-based tools in supporting youth mental health. The session followed an informative and participatory approach, creating space for discussion, exchange of ideas, and exploration of future applications of the project results.
The event began with an introduction to the HEARTS project, its international partnership, and its overall mission to strengthen the capacities of youth workers and educators through innovative digital approaches. Participants were introduced to the project’s focus on combining non-formal education, digital technologies, and mental health awareness in order to create accessible and practical support tools for young people.
During the presentation, EMA representatives provided an overview of the key project activities and implementation phases. This included:
- the development of the training programme for youth workers,
- workshops conducted with young people,
- testing and evaluation of digital and AI-supported mental health applications,
- creation of educational resources and practical materials,
- development of the HEARTS Toolkit and e-book.
Special emphasis was placed on the learning approach used throughout the project, which combined participatory methods, interactive activities, emotional awareness exercises, and practical testing of digital tools. Participants learned how the project promoted critical and responsible use of technology while encouraging empathy, inclusion, resilience, and self-reflection among young people.
One of the central points of the dissemination event was the presentation of the HEARTS Toolkit. Participants explored the toolkit as a practical and accessible resource designed for youth workers, educators, trainers, and organizations working with young people. The toolkit was presented as a flexible support resource that can be used in workshops, trainings, peer-learning activities, and educational settings focused on youth mental health and emotional well-being.
Feedback collected during the session highlighted the strong relevance and practical value of the developed materials. Participants appreciated the concept of an accessible and user-friendly toolkit that can be used both independently and within structured educational activities. The possibility of using the materials for future recommendations, trainings, and support initiatives was recognized as one of the project’s strongest contributions.
Discussions during the event also addressed broader societal challenges affecting young people today. Participants reflected on how economic insecurity, social exclusion, and climate-related concerns increasingly impact mental and physical well-being, particularly among vulnerable and less privileged communities. It was emphasized that addressing these intersecting challenges through educational and digital approaches strengthens the relevance and long-term sustainability of the HEARTS project results.
Another important topic discussed during the event was dissemination and future accessibility of the project outputs. Participants strongly recommended wider promotion of the toolkit and educational materials both within the EMA network and through external communication channels such as social media, websites, mailing lists, and professional communities. EMA highlighted its intention to continue sharing and promoting the project results after the official completion of the project.
Particular attention was given to the translation of the toolkit into French, which will contribute to expanding accessibility and increasing the potential impact of the materials among wider audiences and international communities.
The atmosphere throughout the event was highly positive, reflective, and discussion-oriented. Participants actively engaged with the presented content and exchanged perspectives on the future of digital youth work, mental health support, and the ethical use of technology in educational contexts.
The dissemination activity successfully contributed to increasing awareness about youth mental health and innovative digital support tools while strengthening connections between education, technology, and social inclusion. It also reinforced the importance of accessible educational resources that can support professionals and communities working with young people across different contexts.
Visibility of the project and Erasmus+ support was ensured throughout the event, and dissemination activities were further supported through EMA’s website, community portal, mailing lists, and social media communication channels.
Overall, the event demonstrated the strong potential of the HEARTS project results to continue generating impact beyond the project duration. Through continued dissemination, translation efforts, and integration into future trainings and initiatives, the HEARTS Toolkit and educational materials are expected to remain valuable resources for youth workers, educators, and organizations supporting young people’s mental well-being across Europe and beyond.
HEARTS Local Dissemination Event in Budapest, Hungary
25 February 2026
On 25 February 2026, Youth Bridges Budapest organized a local dissemination event in Budapest as part of the final dissemination activities of the HEARTS Project. The event brought together 10 participants from the fields of youth work, education, and community engagement, including youth workers, educators, trainers, and young people interested in digital approaches to mental health support.
The main objective of the event was to present the goals, implementation process, and results of the HEARTS project, while also encouraging discussion on the growing importance of digital and AI-supported tools in youth mental health and well-being. The dissemination activity followed the principles of non-formal education and participatory learning, creating an interactive and reflective atmosphere for all participants.
The event began with an introduction to the HEARTS project and its international partnership involving organizations from Serbia, Croatia, Belgium, and Hungary. Participants were informed about the overall purpose of the project, which focused on equipping youth workers with practical digital and AI-based tools that can support young people’s mental health in accessible, ethical, and innovative ways.
During the presentation, Youth Bridges Budapest shared insights from the research phase of the project, including findings from a local survey conducted among young people aged 16–30 in Hungary. The results highlighted several important trends and challenges faced by youth today. Participants learned that high levels of stress and feelings of overload were frequently reported among young respondents, particularly among younger age groups. The presentation also addressed the persistence of stigma around mental health discussions and the relatively low familiarity with AI-supported mental health applications and digital tools.
These findings served as a starting point for broader discussions about the realities young people face in digital environments and the need for youth workers and educators to adapt their methods accordingly. Participants reflected on the impact of social media, online pressure, cyberbullying, and information overload on emotional well-being, as well as on the opportunities technology can provide when used responsibly and critically.
The dissemination event also presented the key activities implemented during the HEARTS project, including:
- the international partner meeting held in Serbia,
- the training course for youth workers organized in Croatia,
- workshops conducted with students and young people in Hungary,
- testing and evaluation of digital mental health applications and AI-based tools.
Particular attention was given to the practical testing and assessment of applications related to mindfulness, mood tracking, cognitive behavioral approaches, peer support, and AI chatbots. Participants were introduced to the evaluation criteria used within the project, including usability, accessibility, scientific background, inclusiveness, affordability, and GDPR compliance.
An important part of the event focused on the HEARTS Toolkit developed during the project. The toolkit was presented as a practical resource for youth workers, educators, and facilitators working with young people. Participants explored workshop methodologies, interactive exercises, emotional literacy approaches, and examples of self-reflection activities designed to strengthen resilience and mental well-being.
Special interest was generated by the presentation of the RULER model, which encourages young people to:
- recognize emotions,
- understand emotional experiences,
- label emotions accurately,
- express feelings appropriately,
- regulate emotions constructively.
Participants also explored examples of workshop structures combining icebreakers, emotional check-ins, card-based activities, application testing, group reflection, and debriefing exercises. These methods were presented as adaptable tools that can be implemented in schools, youth centers, workshops, and community-based educational activities.
The atmosphere throughout the event was collaborative and discussion-oriented. Participants actively exchanged experiences and reflected on the challenges of supporting young people’s mental health in rapidly changing digital contexts. The event encouraged dialogue about balancing technological innovation with empathy, ethical responsibility, privacy protection, and human connection.
The dissemination activity additionally served as an opportunity to discuss the long-term sustainability of the HEARTS project. Future plans presented during the event included:
- repeating workshops in additional schools and universities,
- integrating the project card game and activities into future trainings,
- further development of educational resources,
- exploring possibilities for larger-scale Erasmus+ cooperation projects,
- potential development of dedicated digital tools or applications focused on youth mental health support.
The event also promoted continued networking and cooperation among professionals working with young people in Hungary. Participants were encouraged to stay connected through the communication channels and activities of Youth Bridges Budapest, including future mobility programs, volunteer opportunities, professional resources, and educational initiatives.
Overall, the local dissemination event successfully contributed to increasing the visibility of the HEARTS project and its results at national level. It created a valuable space for professional reflection, exchange of practices, and promotion of innovative digital approaches in youth work, while reinforcing the importance of mental health awareness, inclusion, and responsible use of technology among young people.
Local Dissemination Event in Croatia
25 February 2026
On 24 February 2026, Studio B organized a local dissemination event in Bodovaljci, Croatia, under the title “Presentation of the HEARTS Project Results.” The activity was implemented within the framework of the HEARTS Project and brought together representatives of institutions, civil society organizations, educational stakeholders, and young people from the local community.
The event gathered 20 participants and served as an opportunity to present the outcomes, methodologies, and practical tools developed throughout the project. Participants included representatives of the Municipality of Vrbje, the Elementary School “Vladimir Nazor,” the Adult Education Center, as well as local organizations and associations such as the Association of the Deaf and Hard of Hearing Nova Gradiška, Arteco Pavletić Association, Demos Media, the local Volunteer Fire Association (DVD), and cultural and artistic associations “Šokadija” and “Marijan Lanosović.”
Although the event took place during school hours, several young people also attended and actively participated in the activities. Importantly, the majority of attendees were professionals working directly with youth, ensuring that the knowledge and tools presented during the event can continue to be used in everyday educational and youth work practice.
The dissemination event was structured in two main parts: an educational presentation and a practical hands-on session. During the first segment, participants were introduced to the overall objectives and implementation phases of the HEARTS project. Organizers presented the project research findings related to the current mental health challenges faced by young people, emphasizing the increasing need for accessible and innovative forms of mental health support within local communities.
Special focus was placed on the workshops conducted with young people during the project, as well as on the role of digital and AI tools in creating more accessible, inclusive, and engaging approaches to youth mental health support. Participants learned how the project combined non-formal education methods with digital innovation to strengthen youth well-being and increase awareness about mental health.
A significant part of the presentation was dedicated to the HEARTS Toolkit, one of the key project outcomes. The toolkit was introduced as a practical resource designed for youth workers, teachers, educators, NGO representatives, and other professionals working with young people. Participants explored the toolkit’s structure, examples of activities, and digital applications that can be integrated into everyday work with youth.
The second part of the event focused on practical application and active participation. Attendees had the opportunity to directly test one of the digital applications presented within the project framework. This practical experience generated lively discussion among participants and encouraged the exchange of ideas regarding the use of digital tools in supporting emotional well-being, communication, and mental health awareness among young people.
The atmosphere throughout the event was open, collaborative, and highly interactive. Participants particularly appreciated the balance between theoretical presentation and practical demonstration. Discussions focused on the importance of adapting youth work to the realities of the digital era, especially in smaller and rural communities where access to mental health resources is often limited.
Evaluation results confirmed the positive impact of the event. More than 60% of participants rated the event as excellent, while an additional 22% described it as very good. Half of the participants considered the content highly relevant to their professional field, and nearly 30% rated it as very relevant. Importantly, over 70% of attendees stated that they plan to use the presented project results and tools in their future work, while an additional 22% said they might integrate them into their practice.
Participants highlighted several key benefits of the event, including:
- practical testing of mental health applications and digital tools,
- access to new information and approaches previously unknown to them,
- opportunities for networking and professional exchange,
- discussions focused on mental health and well-being,
- concrete examples of innovative tools applicable in youth work.
The event also contributed to strengthening cooperation between local government institutions, schools, civil society organizations, and community associations. By bringing together professionals from different sectors, the activity created a strong foundation for future collaboration on youth mental health initiatives and digital education.
Visibility and dissemination activities were ensured through direct invitations sent via e-mail, as well as promotion on social media platforms including Facebook and Instagram. Photos were taken during the activity with participants’ consent, and the event contributed to increasing the visibility of both the HEARTS project and Erasmus+ priorities related to mental health, inclusion, and digital innovation.
This local dissemination event demonstrated the importance of transferring innovative educational approaches and digital tools beyond major urban centers and into smaller local communities. By equipping teachers, youth workers, NGO representatives, and local stakeholders with practical resources and knowledge, the activity strengthened local capacities for supporting young people’s mental well-being in a sustainable and accessible way.
The outcomes of the event will continue to have long-term impact through the ongoing use of the HEARTS Toolkit and digital applications in schools, associations, and local youth activities. Participants who attended the event now act as multipliers within their organizations and institutions, further expanding the reach and sustainability of the project results within Croatia and beyond.
Mind Upgrade Workshop Series Successfully Completed
17 February 2026 | Nova Gradiška, Croatia
The “Mind Upgrade” workshop series, completed on February 17th, 2026 in Bodovaljci, represents a comprehensive and inclusive approach to addressing the mental health of young people in the digital age. Developed within the framework of the HEARTS project, the workshops focused on strengthening digital well-being, promoting mindfulness, and equipping participants with practical tools for everyday use.
The series was implemented in collaboration with multiple partners, including Studio B, the Association of the Deaf and Hard of Hearing Nova Gradiška, and the Industrial-Vocational High School. This partnership enabled the project to reach a diverse group of young people and to adapt the methodology to different needs and contexts.
In total, 57 participants took part in the four workshops. The groups included young people from rural areas, participants with hearing impairments supported by a sign language interpreter, as well as students from a vocational high school. This diversity significantly enriched the learning process, while also requiring thoughtful adjustments to ensure accessibility, inclusion, and engagement for all.
Each workshop followed a structured 90-minute programme designed to balance theory, practice, and reflection. The sessions began with an icebreaker focused on identifying everyday digital habits, creating an immediate connection to participants’ real-life experiences. This was followed by an introduction to mindfulness, combining simple theoretical explanations with practical breathing exercises.
Participants then engaged in group activities, where they explored and compared digital tools such as Reflectly and How We Feel. These tools were presented as potential supports for self-reflection and mood tracking. The sessions continued with guided discussions on the role of technology in daily life, encouraging participants to critically reflect on their habits, challenges, and patterns of use.
A central element of all workshops was the creation of a personal “Focus Plan.” Through this activity, participants were encouraged to reflect on their priorities, structure their time, and set realistic goals for improving their digital balance. This exercise consistently proved to be one of the most meaningful and impactful parts of the programme.
While the overall structure remained consistent, the implementation was carefully adapted to each group. In the workshop with deaf and hard-of-hearing participants, the pace and communication style were adjusted to accommodate sign language interpretation, with a stronger reliance on visual elements instead of audio instructions. In the vocational school setting, facilitators shifted towards more hands-on, offline activities using physical materials, responding to students’ preference for creative and tangible engagement.
Mentoring and support were provided throughout the sessions, particularly during individual tasks such as the development of Focus Plans and the use of digital tools. This personalized approach helped participants better understand and apply the concepts introduced during the workshops. For participants with hearing impairments, the presence of a sign language interpreter ensured full inclusion and meaningful participation.
The evaluation results clearly indicate a strong positive impact. The majority of participants rated the workshops as excellent, with a high level of satisfaction regarding both the content and the facilitators. Participants reported that the workshops met or exceeded their expectations, and highlighted the practical relevance of the topics covered.
Key takeaways identified by participants included the usefulness of the Focus Plan, the value of mindfulness techniques such as breathing exercises, and the introduction to new digital tools for self-reflection. At the same time, the feedback also revealed important insights into the preferences and needs of young people.
One notable observation was a certain level of “digital fatigue,” particularly among vocational students, who were less enthusiastic about installing and using additional apps. Instead, they showed a strong preference for offline, creative, and collaborative activities. This suggests that digital tools should be carefully framed not as additional obligations, but as supportive and empowering resources.
The workshops also highlighted the importance of accessibility in digital mental health tools. For participants with hearing impairments, many existing applications were not fully suitable due to their reliance on audio guidance. This points to a broader need for more inclusive design, including visual and vibration-based features.
Overall, the “Mind Upgrade” workshop series successfully achieved its objectives. It raised awareness about digital habits and their impact on mental health, introduced practical tools and techniques, and empowered young people to take more control over their time, focus, and well-being.
Looking ahead, the experience suggests several directions for future development. There is a clear need for more workshops focused on digital balance, time management, and “digital detox” strategies. Additionally, further efforts should be made to design inclusive, accessible, and engaging approaches that respond to the diverse realities of young people.
The “Mind Upgrade” series stands as a strong example of how combining digital innovation with human-centered, inclusive methodologies can create meaningful and lasting impact in youth work.
Mind Upgrade Workshop Engaged Vocational Students in Nova Gradiška
12 February 2026 | Nova Gradiška, Croatia
The “Mind Upgrade” workshop, held on February 12th, 2026 at the Industrial-Vocational High School in Nova Gradiška, brought together 15 students from a single class in a learning experience that differed significantly from their everyday school routine.
Facilitated by Manuela Strinavić and Klara Harambašić, the workshop introduced a non-formal educational approach that immediately resonated with the participants. Accustomed to traditional, lecture-based teaching, the students showed a strong preference for interactive, group-based work, which shaped the overall energy and success of the session.
The workshop followed a structured yet flexible format, beginning with a short and engaging icebreaker focused on identifying “worst digital habits.” This activity quickly created a relaxed atmosphere, encouraging openness and participation. Students shared familiar patterns such as checking their phones immediately after waking up, which naturally led into deeper reflection on their daily routines.
The introduction to mindfulness combined a brief explanation with a simple practical exercise, helping participants connect the concept to their own experiences. This was followed by group activities and discussions, where students explored how digital habits influence their focus, productivity, and social interactions.
The atmosphere throughout the workshop was notably energetic. Participants were highly engaged, particularly during group tasks, where they demonstrated strong collaboration skills and a clear preference for working together rather than individually. The shift away from a teacher-led format allowed them to express their thoughts more freely, creating a space for honest and meaningful discussion.
One of the key moments of the workshop was the conversation around notifications and constant connectivity. Students openly discussed how frequent interruptions from their phones affect their concentration and even their real-life interactions. Some participants also reflected on the pressure to always stay connected, recognizing its impact on their sleep and overall well-being.
While digital tools such as Reflectly and How We Feel were introduced as part of the session, the response to these apps was more reserved. Many students perceived them as “just another thing on the phone,” which highlighted an important insight: for this group, digital solutions are not always seen as a relief, but sometimes as an additional burden.
In contrast, the most successful and engaging part of the workshop was the creation of personal focus plans. Using simple, physical materials such as paper and pens, students designed their own weekly structures, outlining goals and strategies for managing their time and digital habits. This activity sparked creativity and ownership, as participants enjoyed the tangible and hands-on aspect of the task.
The workshop successfully achieved its main objectives. Participants became more aware of their digital habits, reflected on their impact, and developed practical strategies for improving focus and balance in their daily lives. The high level of engagement confirmed the value of non-formal education methods, particularly for students who are used to more rigid learning environments.
At the same time, the session provided valuable insights for future work. It became clear that vocational students may respond better to offline, creative approaches rather than app-based solutions. Incorporating more physical materials, movement, and hands-on activities could further enhance engagement and learning outcomes.
The workshop also highlighted a broader need for additional support in areas such as time management and organization, especially through simple, practical methods that students can easily apply in their everyday lives.
Overall, the “Mind Upgrade” workshop demonstrated how adapting both content and methodology to the needs and preferences of participants can significantly enhance the learning experience. It reaffirmed the importance of flexibility, creativity, and participant-centered approaches in youth work, particularly when addressing topics as relevant and complex as digital well-being and mental health.
Exploring Digital Mood Tracking with Gymnasium Students
12 February 2026 | Požarevac, Serbia
The workshop “What Do We Remember – and What Do We Miss? Digital Tools for Mental Health: Mood and Activity Tracking with Daylio”, held on February 12th, 2026 in Požarevac, brought together 16 students from the Požarevac Gymnasium in a focused and highly participatory learning experience.
Facilitated by Miloš Jeremić, Miloš Milošević, and Milan Išljamović, the workshop continued to explore the relationship between daily activities and emotional states, while introducing digital tools as a means of supporting self-reflection and mental health awareness.
The participant group was diverse, with students coming from different educational backgrounds and demonstrating varying levels of digital literacy and familiarity with mental health topics. This diversity contributed to a rich exchange of perspectives, as participants approached the activities with different experiences, expectations, and learning styles.
The session began with a short energizer that helped establish a relaxed and attentive atmosphere. This was followed by an interactive introductory activity using digital polling, where participants reflected on the difference between their current emotional state and how they remember past experiences. This initial step effectively opened the central theme of the workshop — the often unreliable nature of memory when it comes to emotions.
A key moment in the workshop was the “Emoji without context” group activity, which encouraged participants to interpret emotional expressions without additional information. As more context was gradually introduced, participants became aware of how easily interpretations shift, leading to a deeper understanding of emotional complexity and the role of perception.
The workshop then moved into a practical phase, where participants tested the Daylio application by entering data for previous days and observing the generated patterns. This hands-on experience proved to be particularly valuable, as it allowed participants to immediately visualize connections between their daily habits and emotional states. Many participants highlighted this segment as the most useful part of the workshop, emphasizing its direct applicability to their everyday lives.
The session continued with guided reflection and peer discussion, during which participants shared insights about the influence of factors such as school obligations, fatigue, and everyday stress on their mood. These topics were approached at a general level, within a safe and structured framework that supported open reflection without encouraging personal disclosure.
The overall level of engagement remained very high throughout the workshop. Participants were especially active during small-group discussions and practical activities, demonstrating a strong preference for interactive and experiential learning formats. The atmosphere was respectful and supportive, with the majority of participants reporting that they felt safe and comfortable during the session.
Evaluation results further confirmed the positive impact of the workshop. Participants rated the session highly in terms of overall quality, usefulness, and relevance. Many emphasized that they gained practical knowledge that they could apply in their daily lives, particularly in understanding how habits influence emotional well-being.
At the same time, the feedback provided valuable insights for further improvement. Some participants expressed a desire for even more opportunities for discussion, suggesting that additional small-group exchanges or extended time for reflection could enhance the experience. A small number of participants also indicated that the content could be further adapted to meet diverse expectations.
Looking ahead, the workshop highlighted a continued need for educational activities focused on mental health literacy, practical self-reflection tools, and strategies for achieving better balance in digital life. Participants also showed interest in incorporating more creative elements into future sessions, suggesting opportunities for further innovation in methodology.
Overall, Workshop 4 confirmed the effectiveness of combining digital tools with interactive, participant-centered approaches. It demonstrated that when young people are given the space to explore, reflect, and experiment, they are not only able to better understand their own emotional patterns, but also to develop practical strategies for improving their well-being.
The strong level of engagement and positive feedback indicate a clear and ongoing interest in this type of learning, reinforcing the importance of continuing to develop accessible, relevant, and experience-based approaches to mental health in youth work.
Mind Upgrade Workshop With the Association of the Deaf and Hard of Hearing
30 January 2026 | Nova Gradiška, Croatia
The “Mind Upgrade” workshop, held on January 30th, 2026 in Nova Gradiška, brought together a group of 11 young participants from the Association of the Deaf and Hard of Hearing. While the participants live in an urban environment, the workshop primarily addressed accessibility barriers related to hearing impairment, creating a learning space tailored to their specific needs.
The session was facilitated by Manuela Strinavić and supported by a sign language interpreter, which significantly shaped both the pace and the dynamics of the workshop. From the very beginning, it was clear that this would not be a standard session. Communication required careful coordination, patience, and adaptation, but it also opened space for a more intentional and inclusive learning process.
The workshop was designed as a sequence of short, structured activities, starting with a light and engaging icebreaker that encouraged participants to share their “worst digital habits.” This activity proved to be a strong entry point, as it allowed for humor, creativity, and visual storytelling, helping participants feel comfortable and connected early on.
The introduction to mindfulness combined a brief explanation with a practical exercise, adapted to rely more on visual cues and guided interaction rather than audio instructions. Participants were then invited to work in groups, followed by a discussion that gradually deepened their understanding of how digital habits influence mental well-being.
One of the most impactful parts of the workshop was the exploration of digital tools for self-reflection. Participants were introduced to apps such as Reflectly and How We Feel, and this segment quickly became the highlight of the session. The visual nature of these tools made them particularly accessible and engaging, sparking curiosity and active participation. Many participants expressed appreciation for the possibility of tracking emotions privately, without the need for verbal communication or mediation through an interpreter.
The session continued with the creation of personal focus plans, where participants reflected individually on their habits and set simple, achievable goals for improving their digital well-being. This was followed by a short segment on digital journaling and a final debriefing, where participants shared their impressions and feedback.
Overall, the workshop successfully achieved its main objectives. Participants gained awareness of their digital habits and their impact on mental health, learned how to use specific digital tools for mood tracking and self-reflection, and created personalized strategies for improving focus and well-being.
At the same time, the workshop revealed important insights and areas for improvement. One planned activity, a guided mindfulness exercise using the Insight Timer app, could not be effectively implemented due to its reliance on audio instructions. Participants found it difficult to follow breathing cues while simultaneously watching the interpreter, highlighting a broader issue: many existing mental health tools are not designed with accessibility in mind.
Throughout the session, participants shared valuable perspectives on how they interact with technology. They emphasized their reliance on visual notifications and haptic feedback, such as vibrations, and noted that digital tools can offer a more private and comfortable way to engage with their emotions compared to traditional methods.
The pace of the workshop was noticeably slower than usual, as all communication required translation into sign language. However, this also created a more thoughtful and rhythmic flow, encouraging deeper reflection and mutual understanding between participants and facilitators.
Looking ahead, the experience clearly points to the need for more inclusive and accessible approaches to mental health support. Future workshops with similar groups should incorporate visual timers, vibration-based cues, and tools specifically designed for non-audio interaction.
Participants also expressed strong interest in continuing this type of learning, particularly in exploring how digital and AI tools can improve accessibility not only in mental health, but also in education and everyday life.
The “Mind Upgrade” workshop was not only a learning experience, but also an important reminder that innovation in youth work must go hand in hand with inclusion — ensuring that no one is left out of the conversation on mental health and digital well-being.
Workshop on Stress and Emotional Wellbeing
30 January 2026 | Budapest, Hungary
The fourth workshop within the HEARTS project series in Hungary, titled “How Do You Feel? – With Digitalisation for Mental Health,” was implemented on January 30th, 2026, bringing together young participants for a reflective and participatory learning experience focused on emotional wellbeing and self-awareness.
Facilitated by Marianna Klein and Ágnes Ferbert-Vadász, the workshop combined non-formal education methods with practical digital tools in order to help participants better understand their emotions and explore strategies for everyday mental wellbeing.
The session was designed around the idea that emotional awareness is an important life skill that can be strengthened through reflection, communication, and mindful use of technology. Participants engaged in activities that encouraged them to identify emotions, discuss emotional experiences, and explore how digital tools can support emotional self-monitoring.
From the beginning, facilitators focused on creating a safe and supportive environment. Through icebreakers, group agreements, and short reflection rounds, participants gradually developed trust and became more comfortable engaging in discussions related to emotions and mental wellbeing.
One of the central components of the workshop was the use of interactive emotion-awareness activities. Participants reflected on feelings connected to school life, relationships, stress, and everyday responsibilities, while also discussing how different environments influence emotional states.
Digital applications such as Daylio and How We Feel were introduced as practical tools for mood tracking and self-reflection. Participants tested the applications and discussed their potential advantages, particularly in helping young people notice emotional patterns and reflect more consciously on their daily experiences.
The workshop also included mindfulness and guided reflection exercises, which participants described as calming and useful. These moments helped slow down the pace of the session and encouraged participants to focus more intentionally on their thoughts and feelings.
Throughout the activities, several important themes emerged, including stress management, emotional regulation, communication difficulties, and the need for emotional support. Participants emphasized the importance of having spaces where they can speak openly without fear of judgment.
The overall participation dynamics were positive and constructive. Although some participants initially needed encouragement to engage actively, the atmosphere became increasingly open and collaborative as the session progressed. Interactive methods, digital tools, and small-group discussions all contributed to maintaining participant interest and involvement.
The workshop also provided important insights for future development. Facilitators noted that some topics resonated strongly with participants and could benefit from deeper exploration in follow-up activities, particularly themes related to stress management, emotional balance, and practical wellbeing strategies for everyday life.
Overall, the workshop successfully fulfilled its objectives by strengthening emotional awareness, encouraging open communication, and introducing participants to accessible digital tools that can support mental wellbeing. The session demonstrated that combining reflection, technology, and non-formal education methods can create meaningful learning experiences that are both practical and personally relevant for young people.
What Do We Remember – and What Do We Miss?
30 January 2026 | Požarevac, Serbia
The workshop “What Do We Remember – and What Do We Miss? Digital Tools for Mental Health: Mood and Activity Tracking with Daylio”, held on January 30th, 2026 in Požarevac, brought together 30 students from the Economic and Trade School in a dynamic and highly engaging learning experience.
Facilitated by Slavica Prpa, Milan Išljamović, Kristina Miloradović, and Miloš Milošević, the session explored how young people perceive, remember, and interpret their emotions, and how digital tools can support more accurate and mindful self-reflection.
The participant group was diverse, consisting of students from different educational profiles, with varying levels of digital literacy and prior knowledge of mental health topics. This diversity enriched the workshop, allowing for a wide range of perspectives and peer learning opportunities.
The session began with a short energizer activity, which quickly created a relaxed and focused atmosphere. This was followed by an interactive introductory exercise using digital polling, where participants compared their current emotional states with how they remember past experiences. This activity immediately highlighted a key theme of the workshop — the gap between lived experience and memory.
One of the most impactful exercises was the group activity “Emoji without context,” where participants interpreted emotional expressions without additional information. As context was gradually introduced, participants realized how easily interpretations can change, opening a discussion about the complexity of emotions and the limits of assumptions.
The workshop then moved into a practical segment, where participants tested the Daylio app by entering data retroactively for the past seven days. This approach allowed them to immediately visualize patterns between their daily activities and emotional states, without having to wait for long-term tracking. The activity sparked curiosity and active engagement, as participants began to recognize connections between factors such as sleep, school workload, screen time, and social interaction.
The session continued with guided reflection and peer discussion, where participants shared their insights and questioned the role of digital tools in understanding emotions. While many expressed interest in using such tools, they also raised thoughtful concerns about over-reliance on apps and the limitations of technology in capturing complex emotional experiences.
Despite the higher number of participants than originally planned, the workshop maintained a very high level of engagement throughout. The presence of four facilitators made it possible to divide participants into smaller groups, ensuring that everyone received adequate support and had the opportunity to actively participate. This structure proved particularly effective during the digital tool testing phase, where some participants required additional technical assistance.
All workshop objectives were successfully achieved. Participants developed a deeper understanding of why recalling past emotions can be challenging, recognized the relationship between daily habits and mood, and practiced observing emotional patterns without judgment. They were also introduced to a practical digital tool for self-reflection, while being encouraged to use it critically and mindfully.
At the same time, the workshop provided valuable insights for future improvement. The unexpectedly high number of participants required quick logistical adjustments, highlighting the importance of planning for flexible group structures. Additionally, some participants faced minor technical challenges, suggesting the need for backup materials or alternative approaches for those with limited access to devices.
The discussions also revealed important needs and interests among participants. There was a clear demand for deeper exploration of digital well-being, particularly in relation to screen time and balance. Participants also expressed interest in discussing the ethical aspects and limitations of mental health apps, as well as in attending follow-up sessions focused on habit formation and self-regulation strategies.
Overall, the workshop demonstrated how combining interactive methods, digital experimentation, and reflective discussion can create a meaningful and engaging learning experience. It reinforced the importance of helping young people better understand their own emotional patterns, while equipping them with practical tools and critical awareness for navigating the digital world.
How Do You Feel? – Workshop 3
29 January 2026 | Budapest, Hungary
The workshop “How Do You Feel? – With Digitalisation for Mental Health”, organized on January 29th, 2026, continued the HEARTS project activities in Hungary by engaging secondary school students in an interactive exploration of emotions, communication, and digital wellbeing.
Facilitated by Marianna Klein and Ágnes Ferbert-Vadász, the workshop was implemented with students from vocational education backgrounds, including young people training in hospitality-related professions. Participants came from diverse personal and socio-economic contexts, which contributed to a broad range of perspectives and experiences shared during the activities.
The workshop aimed to strengthen emotional awareness and introduce practical methods for self-reflection supported by digital tools. Using a combination of non-formal education methods and digital applications, the facilitators encouraged participants to reflect on emotions in everyday life and to develop healthier ways of understanding and communicating feelings.
The session began with introductory activities focused on creating trust and establishing a safe and inclusive atmosphere. As many participants were initially hesitant to discuss emotions openly, facilitators used gradual and interactive approaches that helped the group become more relaxed and engaged over time.
A particularly successful element of the workshop was the use of emotion cards and situational exercises, which provided participants with a concrete and accessible framework for discussing emotions. These activities encouraged students to reflect on situations related to school pressure, friendships, misunderstandings, and stress, helping them recognize the diversity and complexity of emotional experiences.
The introduction of digital mood-tracking applications generated significant interest among participants. Through practical demonstrations and testing, students explored how tools such as Daylio and How We Feel can support emotional self-monitoring and reflection. Many participants appreciated the simplicity of the applications and their potential usefulness in daily life.
The workshop also included guided reflection rounds and group discussions focused on communication, emotional support, and the importance of being listened to and understood. Several participants reflected on how difficult it can sometimes be to express emotions openly, especially in peer environments, but noted that the supportive workshop atmosphere made this easier.
Facilitators observed that engagement increased steadily throughout the session. While some participants remained more reserved, others became actively involved in discussions and willingly contributed personal insights and observations. The respectful group dynamic played an important role in maintaining a positive and supportive learning environment.
At the same time, the workshop highlighted several challenges. Some activities involving individual sharing required more time than anticipated, occasionally affecting the overall pace and energy of the session. Facilitators concluded that future workshops could benefit from additional small-group activities and slightly extended timing in order to allow deeper reflection.
Overall, the workshop successfully achieved its objectives. Participants strengthened their understanding of emotions, explored practical self-reflection tools, and developed greater awareness of how digital applications can support — but not replace — emotional wellbeing and human connection.
The positive feedback and active participation demonstrated a continued interest among young people in mental health topics, emotional communication, and practical wellbeing strategies that can be integrated into everyday life.
Mind Upgrade Workshop – Rural Youth
23 January 2026 | Nova Gradiška, Croatia
The first Mind Upgrade workshop within the HEARTS project was organised by Studio B on 23 January 2026 in Nova Gradiška, Croatia. The session gathered 12 young participants from rural areas, many of whom regularly participate in activities organised by Studio B.
The workshop focused on helping young people better understand their digital habits and their influence on concentration, stress levels, and emotional wellbeing. Participants were encouraged to reflect on how frequently they check their phones, how notifications interrupt their focus, and how digital tools can be used in a healthier and more intentional way.
The session began with an interactive icebreaker where participants shared their “worst digital habits.” This activity created a relaxed atmosphere and encouraged open discussion about everyday challenges such as checking phones immediately after waking up or missing real-life conversations due to constant online engagement.
Participants were then introduced to several digital wellbeing applications, including Reflectly, How We Feel, and Insight Timer. The group was divided into two smaller teams to explore the mood-tracking applications Reflectly and How We Feel, allowing participants to compare their features and discuss how digital journaling can support emotional awareness.
One of the most appreciated moments of the workshop was a guided three-minute breathing exercise using Insight Timer, which demonstrated a simple mindfulness technique that participants can use in everyday situations to reduce stress and improve focus.
As part of the practical activities, participants also created personal focus plans, identifying strategies for reducing digital distractions and maintaining healthier online habits.
The workshop generated strong engagement and lively discussion. Participants expressed particular interest in tools that help track emotions and support reflection. Some participants also highlighted the challenge of maintaining digital boundaries in daily life and suggested exploring digital detox strategies in future sessions.
Overall, the workshop successfully introduced young people to digital tools that support mental wellbeing while encouraging more mindful and balanced use of technology.
Digitalisation for Mental Health With Young Adults Group
21 January 2026 | Budapest, Hungary
As part of the HEARTS project activities implemented in Hungary, the workshop “How Do You Feel? – With Digitalisation for Mental Health” brought together young adults for a participatory and reflective learning experience focused on emotional wellbeing and self-awareness.
The workshops, facilitated by Marianna Klein and Ágnes Ferbert-Vadász, were designed as open sessions with voluntary participation, allowing young people to engage with the topic out of personal interest and curiosity. This format created a particularly open atmosphere and enabled deeper discussion and reflection throughout the activities.
The workshop methodology combined non-formal education techniques with practical digital tools for mood tracking and emotional self-monitoring. Participants were introduced to applications such as Daylio and How We Feel, which served as starting points for broader discussions about emotions, mental wellbeing, and the role of technology in everyday life.
The sessions began with introductory activities aimed at creating trust and establishing a safe space for communication. Participants were invited to reflect on emotions through emotion cards, situational exercises, and guided group discussions. These methods encouraged self-expression and gradually built confidence within the group.
A recurring theme throughout the workshop was the relationship between emotions and everyday experiences. Participants reflected on stress, mood changes, interpersonal relationships, and the impact of different environments on emotional wellbeing. Many discussions also focused on communication, emphasizing how important it is to feel heard, understood, and emotionally supported.
The digital component of the workshop was met with curiosity and openness. Participants explored how mood-tracking tools function and discussed both their potential benefits and limitations. Rather than presenting technology as a complete solution, facilitators encouraged a balanced perspective, emphasizing that digital tools can support — but not replace — emotional awareness, reflection, and human connection.
Interactive activities such as Mentimeter word clouds and short reflection rounds proved particularly effective in encouraging participation and engagement. Although some participants were initially reserved, the atmosphere became increasingly open and participatory as the workshop progressed.
The workshop also revealed several important insights. Participants expressed interest in learning more about stress management, emotional regulation, and practical strategies that could be applied in daily life. Some participants noted that discussing emotions openly can still feel uncomfortable, especially in group settings, highlighting the importance of maintaining safe and respectful facilitation practices.
Overall, the workshop successfully achieved its objectives by strengthening emotional awareness, introducing practical self-reflection methods, and encouraging participants to think critically about the relationship between technology and mental wellbeing.
The positive feedback and active engagement demonstrated that young people value spaces where they can openly discuss emotions, reflect on their experiences, and learn practical tools for supporting their mental health in everyday life.
"How Do You Feel?" With VET Students Group
19 January 2026 | Budapest, Hungary
The workshop “How Do You Feel? – With Digitalisation for Mental Health”, implemented in January 2026 in Hungary, brought together vocational education and training students in an interactive learning experience focused on emotional awareness, communication, and digital wellbeing.
Facilitated by Marianna Klein and Ágnes Ferbert-Vadász, the workshop was organized within a school environment and adapted to the needs of young people training as cooks, pastry chefs, and waiters. Participants came from diverse and often disadvantaged backgrounds, which added depth and authenticity to the discussions and reflection activities throughout the session.
The workshop combined non-formal education methods with practical digital tools, creating a participatory and supportive learning environment. Through carefully structured activities, participants were encouraged to identify emotions, reflect on everyday experiences, and explore how digital applications can support mental wellbeing and self-awareness.
The session began with introductory and icebreaker activities designed to establish trust and create a safe atmosphere for discussion. Facilitators placed particular emphasis on creating group norms that encouraged respectful listening and openness, which proved essential as the workshop gradually moved toward more personal themes.
One of the central activities involved the use of emotion cards and situational reflection exercises. These methods allowed participants to explore the diversity of emotions they experience in daily life, particularly in relation to school pressure, friendships, and family situations. While some students initially needed encouragement to participate actively, engagement increased steadily as the atmosphere became more relaxed and supportive.
The introduction and testing of digital mood-tracking applications, particularly Daylio and How We Feel, sparked significant curiosity among participants. Students explored how these tools can help monitor emotional patterns, reflect on habits, and improve self-awareness. The practical and accessible nature of the applications made them relatable, especially when linked to situations from participants’ everyday lives.
Group discussions revealed important themes connected to stress, changing moods, communication difficulties, and the need to feel understood and listened to. Some participants also reflected on experiences of loneliness and misunderstanding, though these topics were approached carefully and within clearly established safe-space boundaries.
One of the most successful aspects of the workshop was the use of interactive and visual methods. Emotion cards, Mentimeter word clouds, and short reflection rounds helped students express themselves more comfortably and contributed to a more engaging learning process. The combination of digital tools with non-formal education techniques proved particularly effective in maintaining participant interest and involvement.
At the same time, the workshop highlighted several challenges and areas for improvement. Facilitators observed that maintaining energy and active participation throughout the session required continuous adaptation, especially in larger groups. Activities involving individual sharing occasionally became time-consuming, suggesting that future workshops could benefit from smaller groups or shorter reflection rounds.
Overall, the workshop successfully achieved its objectives. Participants strengthened their emotional awareness, reflected on the role of emotions in everyday life, and gained practical insight into how digital tools can support mental wellbeing. The positive atmosphere, respectful group dynamics, and participant feedback demonstrated the value of creating safe spaces where young people can openly discuss emotions and mental health-related topics.
The workshop also revealed a strong interest in further activities related to stress management, emotional regulation, and practical strategies for daily wellbeing, indicating a clear need for continued support and educational opportunities in this area.
Talking to AI: How Technology Can(not) Support Mental Health
17 January 2026 | Požarevac, Serbia
The workshop “Talking to AI: How Technology Can(not) Support Mental Health”, held on January 17th, 2026, offered young participants a unique opportunity to explore one of the most relevant and complex questions of today’s digital age — the role of artificial intelligence in supporting mental health.
Organized by Novotarium and facilitated by Milan Išljamović and Slavica Prpa, the workshop brought together 17 young people aged 16 to 25, including several participants with fewer opportunities. The group was diverse in both educational and social backgrounds, which contributed to a rich and multidimensional discussion throughout the session.
From the beginning, the workshop established a safe and open environment, allowing participants to engage with sensitive topics in a thoughtful and respectful way. The introductory session framed the key concepts of AI, mental health, and emotional safety, setting the foundation for the experiential activities that followed.
Participants were then invited to directly experience AI-based emotional support through guided interaction with a chatbot. Working in small groups, they explored how AI responds to emotional prompts, observing both its potential and its limitations. This hands-on approach proved highly engaging and allowed participants to move beyond abstract discussion into concrete experience.
One of the central parts of the workshop was the comparative analysis between AI-generated responses and human interaction. Through structured exercises and group discussion, participants reflected on the differences between algorithm-based replies and genuine human empathy. This activity sparked deep reflection, as many participants emphasized the importance of feeling truly understood, listened to, and emotionally safe — aspects they found difficult to fully replicate through AI.
Throughout the session, important themes emerged. Participants raised concerns about privacy, data use, and the potential risks of emotional dependency on technology. At the same time, they recognized the accessibility and immediacy that AI tools can offer, particularly in situations where human support may not be readily available.
The final segment of the workshop introduced dramatized ethical scenarios, which encouraged participants to reflect on real-life dilemmas related to AI use in mental health contexts. This method proved particularly impactful and memorable, as it allowed participants to engage emotionally while critically examining complex situations.
The overall level of engagement was high. Participants were especially active during small group work and experiential exercises, where peer interaction and mutual support were clearly visible. The group atmosphere remained inclusive and respectful throughout, with strong evidence of active listening and thoughtful exchange.
The workshop successfully achieved its objectives. Participants not only experienced how AI tools function in the context of emotional support, but also developed a deeper awareness of their limitations, ethical implications, and appropriate use. Importantly, they reflected on personal boundaries and the importance of knowing when to seek human support.
At the same time, the workshop highlighted areas for further development. Due to the high level of interest and engagement, some discussions extended beyond the planned timeframe, suggesting that future sessions could benefit from additional time or a multi-session format to allow deeper exploration of key topics.
Participants also expressed a clear interest in continuing to explore themes related to digital wellbeing, safe technology use, and emotional self-regulation. There was particular interest in workshops that strengthen peer support and communication skills, indicating a strong need for ongoing, practice-oriented learning opportunities.
Overall, this workshop demonstrated the importance of approaching AI not only as a technological innovation, but as a complex social and ethical tool that requires critical thinking, awareness, and responsible use. By combining experiential learning with reflection and discussion, the session provided participants with valuable insights and practical understanding that they can carry into their everyday lives.
Practical Testing of a Digital Mental Health Platform
9 January 2026 | Požarevac, Serbia
The workshop “Practical Testing of a Digital Mental Health Platform (Kooth)”, held on January 9th, 2026, represents an important step within the HEARTS project in bringing digital mental health tools closer to young people through practical, experience-based learning.
Organized by Novotarium and facilitated by Kristina Miloradović and Miloš Jeremić, the workshop gathered a group of 9 participants aged between 16 and 25, with one younger participant aged 14. The group included young people with diverse backgrounds and varying levels of familiarity with digital tools and mental health topics, including several participants with fewer opportunities. This diversity contributed to a rich exchange of perspectives and experiences throughout the session.
From the outset, the workshop created a safe and supportive environment, beginning with an engaging introduction and peer connection activity that helped participants feel comfortable and open to sharing. The facilitators placed strong emphasis on creating a respectful space, where participants could explore sensitive topics without pressure.
The session then moved into a guided exploration of the Kooth digital mental health platform. Rather than presenting the tool in a purely technical way, the facilitators framed it within a broader discussion about safety, privacy, and responsible use. Participants were encouraged not only to explore the platform’s features, but also to reflect critically on its usability, accessibility, and potential limitations.
One of the most dynamic parts of the workshop was the group-based analysis of digital wellbeing tools through a “Green vs Red flags” activity. Using real-life scenarios, participants worked together to identify what makes a digital platform trustworthy, safe, and useful, as well as what might raise concerns. This exercise sparked thoughtful discussion and helped participants develop a more critical and informed approach to digital mental health resources.
Throughout the workshop, participants raised important themes related to their everyday experiences. They discussed the practical value of digital tools, but also emphasized the importance of boundaries, privacy, and the distinction between digital and human support. Many reflected on the challenge of maintaining realistic self-care habits, moving away from the idea of “perfect routines” towards more achievable and sustainable practices.
The final and most impactful part of the workshop was the creation of a personal 7-day self-care plan. Participants were guided to reflect on their daily routines, identify stressors, and design simple, realistic actions to support their mental well-being. This activity was highly appreciated and recognized by participants as the most valuable element of the session, as it provided a concrete and personalized outcome.
In terms of engagement, the workshop maintained a medium to high level of participation. Participants were particularly active during pair and small group work, where peer support and open communication were clearly visible. While plenary discussions were slightly more reserved, the overall atmosphere remained respectful, focused, and collaborative.
The workshop also provided valuable insights for future development. Due to time limitations, some topics could not be explored in greater depth, and participants expressed interest in having more short, dynamic activities in future sessions. There was also a suggestion to introduce and compare multiple digital platforms, allowing for a broader understanding of available tools.
Importantly, the workshop highlighted a clear need among young people for continued support in the area of mental health and digital wellbeing. Participants expressed a strong interest in further workshops, particularly those offering practical tools for managing stress, improving digital habits, and creating space for reflection and peer exchange in a safe and supportive environment.
Overall, the session successfully achieved its objectives. It not only introduced participants to a specific digital mental health platform, but also empowered them to think critically, make informed decisions, and take practical steps toward improving their own well-being.
The workshop demonstrated that when digital tools are combined with interactive methods, critical reflection, and a strong focus on participant needs, they can become meaningful and effective resources in youth work.
EMA's Workshop 4
22 December 2025 | Online (EMA Europe)
The online workshop “Digital and AI Tools for Youth Mental Health,” held on December 22nd, 2025, concluded EMA’s series of HEARTS project activities dedicated to emotional wellbeing, mindfulness, and digital self-reflection among young people.
Facilitated by Paulina Arredondo and Shu Tong Pan, the session brought together students from across Europe in an inclusive and supportive online learning environment. The workshop focused on helping participants explore practical strategies for emotional awareness and stress management while introducing accessible digital tools that can support everyday wellbeing.
The session combined guided discussion, digital experimentation, mindfulness activities, and reflective exercises. Participants were encouraged to think critically about their relationship with technology while also discovering practical ways to use digital tools more consciously and supportively.
Applications such as How We Feel and Insight Timer were presented as examples of tools that can support mood tracking, mindfulness, grounding, and emotional reflection. Participants explored how these applications could fit into their daily routines, particularly in relation to academic stress, emotional balance, and maintaining healthier habits.
A recurring theme throughout the workshop was the importance of self-awareness and emotional check-ins in fast-paced student life. Participants reflected on how stress, constant connectivity, and academic pressure can affect emotional wellbeing, and discussed ways to create healthier routines and boundaries around technology use.
The mindfulness and grounding exercises proved particularly effective in maintaining participant engagement during the online session. These activities created moments of calm reflection and encouraged participants to focus more intentionally on their thoughts, emotions, and physical responses to stress.
Interactive methods such as Mentimeter were again used successfully to encourage participation from all attendees, including those who were less comfortable speaking openly in larger discussions. This helped create a more inclusive atmosphere and supported honest reflection throughout the workshop.
Participants also discussed the balance between digital support and human connection. While many appreciated the accessibility and convenience of digital wellbeing applications, they emphasized that technology should complement rather than replace personal interaction, peer support, and professional help when needed.
Facilitators observed that the online format worked particularly well for reflective activities and digital tool demonstrations, though they also noted the importance of continued experimentation with interactive methods to further strengthen participant engagement in future sessions.
Overall, the workshop successfully achieved its objectives by strengthening awareness of mindfulness practices, introducing practical digital wellbeing tools, and encouraging participants to reflect more consciously on their emotional habits and technology use.
The positive atmosphere, thoughtful discussions, and active participation demonstrated a continued interest among young people in accessible and practical approaches to mental health support, particularly those that combine reflection, technology, and everyday applicability.
Ethical Questions Around AI and Emotional Support
20 December 2025 | Online (EMA Europe)
On December 20th, 2025, EMA organized another online workshop within the HEARTS project under the title “Digital and AI Tools for Youth Mental Health.” The session focused specifically on the ethical and emotional implications of AI-supported wellbeing tools and their growing presence in the everyday lives of young people.
Facilitated by Paulina Arredondo and Shu Tong Pan, the workshop gathered students and young adults from across Europe in an interactive online environment designed to encourage critical reflection, open discussion, and collaborative learning.
The session explored how digital tools are increasingly used to support emotional wellbeing, mindfulness, and self-reflection. Participants were introduced to applications such as How We Feel and Insight Timer, while also discussing broader questions related to artificial intelligence, emotional support, and digital wellbeing.
A major focus of the workshop was the distinction between technological assistance and genuine human emotional connection. Participants reflected on whether AI tools can truly understand emotions, what role they should play in mental health support, and where the boundaries of technology should remain.
Discussions highlighted several important ethical concerns, including privacy, data security, emotional dependency, and the risks of over-reliance on applications for emotional guidance. Participants showed particular interest in exploring whether digital tools should be viewed primarily as supportive resources or whether there is a risk of replacing meaningful human interaction with automated responses.
The online format encouraged a dynamic exchange of perspectives between participants from different cultural and educational backgrounds. Interactive elements such as Mentimeter polls and guided reflection exercises allowed participants to contribute actively, including those who were initially more reserved during verbal discussion.
The workshop also included short mindfulness and grounding exercises, which participants described as useful and calming within the online learning environment. These moments helped maintain focus and balance throughout discussions involving more complex and sensitive themes.
Facilitators observed that participants were highly interested in ethical questions surrounding AI and mental health, often connecting the discussion to their own experiences with digital technology in academic and personal life. Several participants also reflected on the importance of maintaining emotional boundaries and critical thinking when using digital wellbeing tools.
Although the workshop took place during a busy academic period, engagement remained meaningful and consistent. Participants contributed thoughtful reflections and demonstrated strong interest in continuing conversations related to digital wellbeing and responsible AI use.
Overall, the session successfully fulfilled its objectives by increasing awareness of AI-supported mental health tools while encouraging participants to critically examine their ethical implications, practical limitations, and emotional impact.
The workshop reinforced the importance of combining technological innovation with emotional literacy, critical reflection, and human-centered approaches when discussing mental health support for young people.
Understanding Exam Stress and Supporting Techniques
15 December 2025 | Online (EMA Europe)
The online workshop “Mental Health: Understanding Exam Stress and Supporting Techniques,” organized on December 15th, 2025, addressed one of the most common challenges faced by university students — managing stress and emotional pressure during examination periods.
Facilitated by Abdul Musawir and Sahar Barzaq, the session brought together university students from different European backgrounds, including a significant number of participants connected to Ghent University. The workshop created an open and supportive online space where participants could reflect on academic stress, emotional wellbeing, and practical coping strategies.
The session focused on helping participants better understand how stress affects concentration, emotional balance, and performance during exams. Through guided discussion and interactive activities, participants explored techniques related to time management, study organization, emotional regulation, and maintaining balance during demanding academic periods.
An important part of the workshop involved discussing the psychological effects of stress, including situations where the mind can “freeze” during exams and negatively impact performance. Participants reflected on the difference between useful motivational stress and overwhelming stress that interferes with wellbeing and learning.
The workshop also introduced practical digital and reflective tools that students can use to support emotional balance and self-organization. Interactive online methods, including Mentimeter activities, helped participants engage more actively in the discussion and share their perspectives in a comfortable way.
One of the strongest aspects of the session was the opportunity for participants to exchange personal experiences. Many students openly discussed the pressures they face during exams, as well as the strategies they currently use to manage stress and maintain focus. This peer exchange created a collaborative and supportive atmosphere, despite the online format.
The facilitators observed that having an expert-led structure contributed positively to participant confidence and engagement. At the same time, they identified opportunities for improving interaction in future online sessions, particularly through smaller breakout groups and additional interactive tools.
Overall, the workshop successfully encouraged reflection on exam stress and provided participants with practical techniques that can support mental wellbeing in academic settings. The session demonstrated the value of combining structured guidance, peer discussion, and digital interaction methods in creating meaningful online learning experiences focused on youth mental health.
Digital and AI Tools for Youth Mental Health with EMA
11 December 2025 | Online (EMA Europe)
The online workshop “Digital and AI Tools for Youth Mental Health”, organized on December 11th, 2025, brought together students from across Europe for a collaborative learning experience focused on digital wellbeing, emotional support tools, and the growing role of artificial intelligence in mental health.
Facilitated by Paulina Arredondo and Shu Tong Pan, the session created a space where participants could openly explore how technology is increasingly shaping the ways young people understand, monitor, and support their mental wellbeing.
The workshop gathered university students and young adults from different European backgrounds, creating a diverse and international learning environment. Participants brought different perspectives, experiences, and levels of familiarity with mental health tools, which enriched the discussions throughout the session.
The activities combined presentation, guided discussion, interactive polling, and practical demonstrations of digital applications designed to support emotional awareness and mindfulness. Participants were introduced to tools such as How We Feel and Insight Timer, exploring their features, similarities, and possible applications in everyday student life.
One of the central topics that emerged during the workshop was the role of AI in mental health support. Participants reflected critically on the possibilities and limitations of digital applications, particularly discussing whether AI-based tools could complement — or potentially replace — traditional counselling and human interaction. Ethical considerations, including privacy, emotional dependency, and responsible technology use, became important discussion points throughout the session.
Interactive methods proved especially effective in encouraging participation. The use of Mentimeter allowed even more reserved participants to contribute anonymously and comfortably, helping facilitators gather insights and opinions from the entire group. Grounding and mindfulness exercises also contributed to participant engagement by creating moments of calm reflection within the online environment.
Although engagement levels varied, the workshop generated meaningful discussion and active exchange of ideas. Participants not only reflected on the presented tools, but also shared their own experiences with digital wellbeing applications and personal strategies for managing stress and emotional balance.
The facilitators observed that the timing of the workshop, during the university exam period, may have affected attendance and overall energy levels. Nevertheless, the participants who attended demonstrated genuine interest in the topic and contributed thoughtfully to the discussions.
Overall, the workshop successfully achieved its objectives by increasing awareness of digital and AI-supported mental health tools while encouraging critical reflection on their ethical and practical implications. Participants left the session with greater knowledge of accessible wellbeing applications and a deeper understanding of how technology can support — but should not replace — human emotional support systems.
The session also highlighted the importance of continuing educational activities related to digital wellbeing, ethical AI use, and practical mental health strategies for students and young adults.
