The EU Youth Dialogue

The EU Youth Dialogue (EUYD) is a participation mechanism for young people in the EU. It serves as a dynamic forum for continuous joint reflection and consultation with young Europeans on the priorities, implementation, and follow-up of European cooperation in the field of youth. This participatory process involves young people, youth organisations, policy and decision-makers, as well as experts, researchers, and civil society actors, enabling a continuous partnership in the development and implementation of policies, strategies, and initiatives at local, regional, national, and European level.

The dialogue is instrumental in: (a) encouraging the participation of young people in democratic life in Europe in line with Article 165 TFEU; (b) promoting equal participation between young women and men; (c) including diverse voices and to ensure openness to all young people to contribute to policy-shaping; (d) bringing about positive change in youth policy at local, regional, national and European level; (e) strengthening young people’s’ citizenship competencies and sense of belonging to the society and the European Union.1 

The National Working Group on EU Youth Dialogue: The NWG The National Working group on EU Youth Dialogue is the group that has oversight on the EU Youth Dialogue process in Ireland and includes representatives from the NYCI, as chair, the Department of Education and Youth, Léargas, ETBI, Maynooth University and the EU Delegates nominated to the EU Youth Conferences. In the EU Youth Strategy “member states are encouraged to enable youth participation in all phases of implementation of the EU Youth Dialogue by giving, inter alia, a leading role in the National Working Group to the National Youth Council.”

Cyclical approach: The EU Youth Dialogue is organised in 18-month work cycles during which national consultations with young people and youth organisations are conducted on a specific topic. Supported by Erasmus+, each chairing Trio presidency organises an EU youth conference during the cycle. Each EU Youth Dialogue cycle builds on the results of previous cycles, ensuring continuity, and contributing to reaching the targets set in the Youth Goals, by linking up successive cycles. 

 

During the 18 months, EUYD is organised into two phases, the consultation / dialogue phase, and the implementation phase respectively. 

  • The consultation phase initiates the dialogue between young Europeans and policy-makers at all levels. It is one of the key features of the EU Youth Dialogue – typically at least 30 000 young people are consulted in each cycle. This makes the EU Youth Dialogue the largest youth consultation mechanism in the world. 
  • The implementation phase is the moment when national working groups should focus on sharing the findings of the consultations phase with key parties at the relevant national levels (e.g. national, regional and local). The objective is to make sure that the findings and the recommendations have an impact on policy so that there is real change on the ground as a result of the EU Youth Dialogue. 

Source: The EU Youth Strategy 

The Thematic Framework and Outcomes Expected from the 12th Cycle 

The 12th cycle of the EU Youth Dialogue will run from 01/07/2026 until 31/12/2027 under the trio Ireland – Lithuania – Greece. 

The 12th cycle of the EU Youth Dialogue takes place at a time when democratic systems across Europe are confronted with intensified geopolitical uncertainty, digital transformation, information manipulation and declining public trust in institutions. Young people are disproportionately exposed to algorithm-driven content, polarised debate and digital pressure, as well as constant generative AI acceleration, while at the same time demonstrating high potential to lead positive change. For many young Europeans, social media platforms have become the main gateway to political information. There is a lot of good-quality information available to young people online. However, algorithmic prioritisation of emotional, polarising and sensational content undermines informed civic engagement. Studies across multiple countries show that users often struggle to distinguish verified journalism from opinion-based or manipulative content. 

In addition to the above, young people have reported challenges in assessing the credibility of sources, distinguishing opinion from fact and engaging in respectful dialogue across differing viewpoints. At the same time, unequal access to quality information, media literacy education and inclusive civic spaces persists between regions and social groups. These disparities risk deepening democratic inequalities and limiting meaningful youth participation in decision-making processes. 

Furthermore, social media has become one of the main sources of information and engagement for young people, but it also poses significant risks of harm, driven not only by content but by the addictive and attention-fragmenting design of the platforms themselves. A growing body of research links intensive use to higher rates of anxiety, depression, and reduced cognitive resilience. With young people spending several hours daily on these platforms, the opportunity cost for learning, physical activity, and offline relationships is substantial. This creates a pressing challenge: how to ensure youth remain informed and engaged while safeguarding their mental health and development within largely unregulated digital environments that prioritise engagement over well-being. 

The policy context further underlines the urgency of dealing with the aforementioned challenges. The digital transformation agenda, democratic participation priorities, and youth participation commitments under the EU Youth Strategy all emphasise the need to strengthen critical thinking, media literacy, and constructive civic engagement. Programmes such as Erasmus+ demonstrate the potential of non-formal education, mobility and youth work to build these competences, but access remains uneven. Furthermore, through non-formal education, youth organisations provide trusted information, accessible spaces and support young people to develop the skills necessary to evaluate information critically and engage in participatory and constructive dialogue 

Main Theme 

Taking in consideration the outlined problems and uncertainties, the 12th cycle of the European Youth Dialogue will focus to the European Youth Goal #4: Information and Constructive Dialogue. For a full list of EU Youth Goals see European Youth Goals | European Youth Portal

Youth Goal #4 Information & Constructive Dialogue

Ensure young people have better access to reliable information, support their ability to evaluate information critically and engage in participatory and constructive dialogue.

Young people experience difficulties to verify the accuracy and reliability of information. They need to be more adequately equipped to navigate the media landscape and to participate in constructive dialogue. 

  • Empower young people to be critical and responsible users and producers of information. 
  • Ensure young people have the ability to recognise and report repeatedly misleading news and verify the accuracy of news sources used. 
  • Ensure young people have the ability to recognise and report hate speech and discrimination online and offline. 
  • Ensure young people can engage in respectful, tolerant and non-violent dialogue, online and offline. 
  • Ensure easy access to understandable youth-friendly information that follows codes of ethics and quality standards. 
  • Ensure parents and carers, and all those involved with educating and training young people are equipped with media and digital literacy skills and that they are reliable information sources for young people.

The overall expected outcomes of the 12th cycle are: 

Increasing and Reinforcing Inclusive Youth Participation – Under the Trio Ireland–Lithuania–Greece, the cycle will position young people not merely as recipients of information but as technologically literate citizens, critical thinkers, ethical digital actors and co-creators of democratic life. The goal is to increase and reinforce inclusive youth participation in shaping policies related to information ecosystems, digital transformation and democratic engagement at local, national and European levels. 

Consultation and Contemporary Interpretation of Youth Goal 4 – The cycle aims to produce a contemporary interpretation of Youth Goal 4, focusing on young people’s experiences in the current digital environment. This involves extensive consultation to gather structured insights on the impact of AI-generated content and algorithmic amplification, perceived challenges in verifying information, experiences of misinformation, hate speech, polarisation, and the emotional and social consequences of information saturation. The synthesis of this consultation will provide an updated, youth-informed interpretation of Youth Goal 4 for the trio Presidency and will directly inform the subsequent implementation phases of the EU Youth Dialogue. 

Strengthening Critical Evaluation and Constructive Dialogue – A key objective is to identify priority areas for strengthening young people’s ability to critically assess and responsibly engage with information. This moves beyond basic fact-checking to a deeper understanding of misinformation production and amplification, aiming to clarify how young people can transition from reactive engagement to reflective analysis. This includes identifying gaps in media and digital literacy education and exploring how AI literacy can be meaningfully embedded in both formal and non-formal learning settings. Furthermore, the cycle will strengthen constructive dialogue capacities by exploring how young people experience disagreement and debate, articulating the conditions for respectful dialogue, and identifying supports needed to safely challenge harmful speech. It also seeks to clarify the role of intergenerational Digital Literacy by supporting parents, carers, educators, and youth workers in navigating evolving information ecosystems and identifying opportunities for shared learning. 

Defining Indicators and Informing Strategy – Beyond policy outputs, the cycle aims to define Youth-Centred indicators of progress within Youth Goal 4, which will include increased confidence in evaluating information, greater clarity in recognising AI-generated content, improved access to youth-friendly information, strengthened trust in information sources, and enhanced capacity to engage in respectful dialogue. These indicators will inform the implementation phase and contribute to the development of future Council Conclusions. Crucially, as the cycle coincides with discussions on the future EU Youth Strategy and revision of the Youth Goals, the insights gathered will contribute to shaping the future direction of European youth policy, ensuring that emerging digital realities are reflected in strategic planning, and embedding Youth Goal 4 considerations within wider democratic resilience discussions. 

Generating Evidence-Based Insights and Actionable Policy Recommendations – To generate evidence-based and actionable insights contributing to policy development across youth, digital, education and democracy-related fields, including identifying key challenges, proposing solutions and supporting the effective implementation of relevant EU frameworks, such as the Digital Services Act, particularly in addressing systemic risks affecting young people, such as manipulative design, algorithmic opacity and exposure to harmful content. This also involves developing evidence-based and actionable policy recommendations, fostering cross-sectoral cooperation between youth, education, digital and democracy-related policy areas while promoting participatory and constructive dialogue as a cornerstone of democratic life, both online and offline. 

Revision of the EU Youth Strategy and Youth Goals – Development of a revised EU Youth Strategy, including an update on the European Youth Goals. The cycle aims to deliver revised European Youth Goals based on a meaningful consultation on the proposed youth goal revision packages and make a decision based on an inclusive and democratic process. It is the intention of the trio to deliver an ambitious work plan in the area of EU youth policy during the 12th cycle. This will include the progression of a revised EU Youth Strategy, including revised European Youth goals and consultation with youth delegates on key issues affecting young people in Europe. 

 

Guiding Consultation Questions for NWGs 

The guiding questions provide a tool for NWGs to design their national dialogues.

1) What are the main concerns young people have relating to the impact of social media and AI on their access to information?

In recent times social media and online information has become one of the primary sources of information for young people. However, the online world and many digital platforms present challenges such as misinformation, algorithm-driven influence, and unequal access and censorship. The integration of AI into digital platforms is proliferating rapidly, despite concerns about AI itself such as inaccuracy, environmental impact, copy right and ownership issues. While digital platforms create opportunities for participation and expression, current platform design – driven by algorithmic amplification, attention-maximising mechanisms and commercial incentives – often contributes to polarisation, misinformation, addictive use patterns and reduced exposure to diverse viewpoints. 

There is increasing concern over links between excessive and manipulative digital environments and negative impacts on young people’s wellbeing, including increased anxiety, depression and reduced civic trust. These dynamics risk undermining young people’s ability to engage in informed, constructive and inclusive democratic dialogue. 

This question focuses on identifying the overall problems, challenges and needs of young people in relation to information in the online sphere. NWGs may wish to explore: 

  • What are the main concerns of young people in relation to online information and why? 
  • What concerns do young people have about social media and mental health / wellbeing and why? 
  • How do young people believe things such as misinformation, disinformation, algorithmic influence, foreign interference and information manipulation affect their access to information? 
  • What concerns do young people have about access to transparent information about politics and public decision making? 
  • What concerns do young people have about the impact of AI on information and democracy? 

Note – this question does not include identifying what specific competences are needed by young people to be critical and responsible users and producers of information. NWGs are advised not to provide extensive responses on this as part of this question. 

Note – AI has a wide range of impacts, this question is about the impact of AI on young people’s use of and access to information. The question does NOT intend to focus on the impact of AI on other areas such as the labour market or the environment. However, elements of this might be touched on by participants if they consider them relevant.

2) What steps can be taken to better enable young people to be critical and responsible users and producers of information?

The rapid proliferation of disinformation and misinformation, accelerated by social media algorithms and emerging technologies, has made it increasingly difficult for the public to agree on basic facts. This erosion of a shared reality directly threatens democracy by undermining trust in civic institutions, polarizing communities, and distorting the electoral process. 

Young people experience difficulties in verifying the accuracy and reliability of information. They need to be more adequately equipped to navigate the media landscape, with a broad range of competences relating to media and information literacy and digital citizenship. At the same time there may be a need for changes to the media landscape, with further policy dialogue on platform accountability, ethical digital design, the protection of democratic discourse online 

Within this, young people are also not just passive consumers of information, instead they are also active in producing, in sharing and re-sharing information. Thus it is important to consider how young people can be empowered as creators, amplifying their voices and supporting them to shape narratives, lead fact-checking initiatives, and contribute confidently and ethically to public discourse. 

This question focuses on identifying solutions in relation to young people and their use of information, both online and offline. NWGs may wish to explore: 

  • The sorts of educational programmes young people need to develop media and digital literacy or digital citizenship competences. 
  • The role of youth-led and co-designed approaches to media and digital literacy.
  • Young people’s ideas on measures (including educational programmes) to combat disinformation and manipulation in digital and AI-mediated environments;
  • The role that young people might play in combating disinformation and misinformation. 
  • Policies or practices to enhance transparency in public communication (e.g. from public bodies and institutions to young people ) 
  • The potential for youth-led solutions that strengthen healthy internet use, critical engagement, media literacy and democratic resilience. 
  • What is the young people’s opinion about the appropriate age for social media use?
  • How can digital spaces empower young people to participate in decision-making processes? 

Note – this question does not include identifying what specific competences are needed by young people be critical and responsible users and producers of information. NWGs are advised not to provide responses on this. Identifying measures that can be used to develop competences (e.g. educational programmes) can still be included, if NWGs consider this relevant.

3) What steps can be taken to provide better opportunities for young people to take part in constructive dialogue, both online and offline?

Dialogue is an essential part of democratic culture. Engaging in constructive and meaningful dialogue fosters mutual understanding between those with differing views. It encourages people to listen deeply to different experiences, bridging societal divides and provides a peaceful framework for negotiating differences. Constructive dialogue allows opposing groups to find common ground, and helps solve conflicts peacefully and co-operatively rather than escalating violence and polarization. It provides a space for structured, respectful discussion that focuses on what enables constructive exchange and resolution across differences rather than merely debating “who is right”. 

Dialogue can occur between those from different cultures or social groups, as well as between generations. Intergenerational dialogue is vital for bridging generational divides, and ensuring the fair representation of young people within democratic debate. Cross-cultural dialogue can foster mutual understanding and reduce polarisation. 

Dialogue between people and institutions can also act as a vehicle for individuals and groups to exercise their right to freely express views. It gives stakeholders a sense of joint ownership in their community’s future and holds public institutions accountable. It provides a tool for people to work towards sustainable political and institutional reforms, enhancing trust in public bodies. 

Digital platforms offer both opportunities and risks for constructive dialogue. While they foster opportunities for dialogue, they also increase polarisation and hate speech. 50% of young people had encountered online hate speech at least once2. Current platform design, driven by commercial incentives, attention-maximization, and algorithmic amplification. often prioritises sensational and polarising content over verified information. This design can reduce exposure to diverse viewpoints and contributes to the formation of echo chambers. 

This question focuses on how we can provide better opportunities for young people to engage in constructive dialogue. NWGs may wish to explore: 

  • The sorts of types of dialogue opportunities young people wish to participate in, both online and offline 
  • Young people’s experiences of dialogue within digital platforms and how these might be improved 
  • Policies and practices that could be put in to foster intergenerational dialogue, both online and offline 
  • Policies and practices that could be put in place promote inclusive and cross-cultural dialogue both online and offline. 
  • Measures that could be put in place to better protect young people from online harassment, hate speech and harmful content; 
  • Youth-led and co-designed approaches to promote dialogue 

Note – this question does not include identifying what specific competences are needed by young people to engage in dialogue. NWGs are advised not to provide responses on this.

 

Identifying measures that can be used to develop competences (e.g. educational programmes) can still be included, if NWGs consider this relevant.

2https://ec.europa.eu/eurostat/web/products-eurostat-news/w/ddn-20240801-1

4) How can trusted adults play a stronger role in providing support for young people to become critical and responsible users and producers of information and in enabling young people to engage in constructive dialogue?

There is a need to strengthen young people’s competences related to media literacy, digital citizenship and ethical content creation, as well as enhancing young people’s ability to critically assess information, understand the dynamics of digital information ecosystems (including algorithmic systems and AI-generated content), and navigate misinformation in ways that support informed participation in democratic life and constructive public discourse. 

Trusted adults – including parents, teachers and youth workers – play a crucial role in shaping and developing young people’s competences, as well as their civic confidence and engagement. It is necessary to ensure that parents and carers, and all those involved with educating and training young people, are equipped with media and digital literacy skills and that they are reliable information sources for young people. Trusted adults may also act as information sources, providing information to young people. They might also provide educational programmes and learning environments through which young people develop their competences. 

This question explores what sort of support young people need from those around them in relation to information and constructive dialogue. NWGs may wish to explore: 

  • Who / which type of trusted adult can best provide support to young people?
  • What sort of support should trusted adults provide? 
  • How and where should young people access this type of support 
  • The role of schools and teachers in providing democratic learning environments for young people and how this can be improved. 
  • The role of youth work and youth workers in providing democratic learning environments for young people and how this can be improved. 
  • The role of families or carers in providing democratic learning environments for young people and how this can be improved. 
  • The role of safe, accessible physical youth spaces for young people to come together, engage and connect, and how this might be improved. 

Note – this question does not include identifying what specific competences are needed by young people to engage in dialogue. NWGs are advised not to provide responses on this. Identifying measures that can be used to develop competences (e.g. educational programmes) can still be included if NWGs consider this relevant.

5) How can we better ensure and protect young people's right to freedom of expression, both online and offline?

In some contexts, young people experience discouragement, excessive control or delegitimisation of their civic expression, both online and offline. Misinformation and polarised narratives circulating in digital spaces can reinforce fears or misconceptions among adults regarding youth activism, protests or engagement in youth organisations. This can unintentionally restrict young people’s democratic participation and freedom of expression. 

Freedom of expression is a fundamental cornerstone of democratic culture, as it allows individuals to exchange ideas, hold institutions accountable, and engage in the open dialogue essential for a healthy society. 

This question is about young people’s experiences of their limitations on freedom of expression and the steps or measures that might be taken to prevent unjust limitations. 

NWGs may wish to explore: 

  • Young people experience limitations or restrictions on their freedom of expression within; school and formal education, youth spaces, online or in other settings
  • Young people experiences of limitation or restriction on youth activism
  • Young people’s experiences of misinformation about young people, youth activism and/or youth organisations. 
  • Young people’s ideas about how and if these limitations or restrictions might be removed or prevented. 
  • Policies and practices that protect young people’s right to safe, free and meaningful freedom of expression, both online and offline; 

Note – this question does not include identifying what specific competences are needed by young people to express themselves freely. NWGs are advised not to provide responses on this as part of this question.