In May 2025, a youth worker from Hungary representing the NGO Kreatív Ifjúsági Akadémia Magyarország had the opportunity to take part in the Erasmus+ project “ICT4Rights: Digital Advocacy and Inclusion for All” in Benalmádena, Spain. The international training brought together people from different European countries to explore how technology can be used to protect human rights, promote digital inclusion, and support young people in navigating online spaces with confidence and safety. The project focused on empowering youth workers with practical knowledge and tools they could apply in their local communities, especially when working with young people who are often at risk of being left behind in the digital world.
Back in Hungary, digital access and awareness are unevenly distributed. In urban areas, young people tend to have access to the latest devices and stable internet connections. However, in rural regions and among marginalized groups, access remains a challenge. Some young people lack devices, digital literacy, or even a safe environment in which to learn. While schools cover basic ICT lessons, they often miss important topics like digital ethics, data protection, and understanding the social consequences of online behavior. Additionally, cyberbullying and online discrimination are growing concerns in many schools and communities. Teachers and youth workers often feel unprepared to address these issues in a meaningful way. The digital gap is not only about technology but also about inclusion, education, and rights. This is what made the ICT4Rights training especially relevant for youth workers in Hungary.
The training experience in Benalmádena opened new doors of understanding for the Hungarian youth worker. The group explored how technology can support or limit fundamental freedoms such as the right to education, privacy, and free expression. Through interactive sessions and real examples, participants learned how to evaluate technology tools from a human rights perspective. One important takeaway was how digital tools must be designed with all users in mind, especially those who are often excluded—like people with disabilities, migrants, and youth from minority groups. The training also introduced best practices from various countries. A standout moment was a session focused on how to run digital campaigns that raise awareness of human rights and fight misinformation. Participants learned how to use petitions, infographics, and online videos to share powerful messages and mobilize young people around social justice causes. Another valuable part of the training was the opportunity to collaborate with youth workers from other countries. These exchanges brought new perspectives and practical tips that could be adapted for different local contexts.
After returning to Hungary, the youth worker felt inspired to take action. The first step was to design a small digital education project focused on rural youth. This project included a series of workshops in local schools and youth centers. The sessions covered basic digital rights, responsible tech use, and how to recognize and report online harm such as cyberbullying or data abuse. To make the sessions more relatable, real-life examples and role-playing exercises were included. The project also encouraged young people to share their own experiences and ideas for making digital spaces safer and more welcoming. In parallel, the youth worker collaborated with other staff members at Kreatív Ifjúsági Akadémia Magyarország to develop a new online resource hub for educators and youth workers. This website offers free, easy-to-understand guides, videos, and workshop templates on digital inclusion and human rights in the digital age. The content was directly influenced by what was learned during the ICT4Rights training in Spain.
The results of these initiatives became visible quite quickly. In the communities where the workshops were held, both students and teachers began to show greater interest in digital safety. Some schools invited the youth worker to deliver additional training for their teaching staff. Parents also reached out to ask for advice on how to talk to their children about online risks and how to manage screen time and privacy settings. More importantly, the young participants began to speak more openly about their online experiences. Some shared how they had been victims of online bullying but had not known where to turn before. Others explained how they helped a friend who was being harassed online. These stories confirmed that the training had sparked something meaningful and lasting. The online resource hub also started gaining attention. NGOs from other Hungarian regions, as well as teachers and youth organizations, began using the platform and giving positive feedback. A small group of youth volunteers even offered to help translate parts of the content into Romani and Ukrainian to reach more young people in their communities.
One additional step taken by the youth worker was starting a youth-led digital rights club. This club meets once a month at a local community center and gives young people the chance to discuss issues such as online ethics, AI use in schools, and their digital identity. The club also organizes small campaigns on social media, raising awareness on topics like consent in digital communication and fighting hate speech. These activities not only build skills and confidence but also help create a sense of agency among participants. They no longer see themselves only as users of technology but also as digital citizens with rights and responsibilities.
Looking at the journey from Benalmádena to Hungary, it is clear that the ICT4Rights project made a deep and lasting impact. The knowledge and tools gained during the training were not only useful but also transformative. They helped shift the perspective from technology as just a tool to technology as a space of values, inclusion, and civic engagement. The youth worker now sees how important it is for youth organizations like Kreatív Ifjúsági Akadémia Magyarország to invest in digital rights education. Without this, the risk is that technology continues to divide instead of connect. But with the right support and education, young people can become strong advocates for fairness, safety, and freedom online.
The experience also showed the power of international cooperation. The friendships and professional connections built during the training have continued. Through online meetings and shared projects, youth workers across Europe stay in touch and support each other. This network of change-makers is a reminder that local action and global vision can go hand in hand. The youth worker from Hungary now feels part of a wider movement that believes in digital justice and works every day to make it real.
As the digital world continues to evolve, the role of youth workers will only become more important. Young people need mentors who can help them understand, question, and shape the technologies around them. They also need safe spaces where they can learn, fail, speak, and grow. With training like ICT4Rights, youth workers are better prepared to meet these needs and to guide young people not just toward digital skills, but toward digital empowerment. The path toward a safer and more inclusive internet starts with education, dialogue, and community. It starts with giving young people the tools to protect their rights—and the belief that they have the power to create change.