The background of the project manifested itself in the intertwined topics related to young European living environments in the field of tension between mobility, integration, digitalization as well future perspectives for young Europeans. The project resulted from a multilateral deepening of a privately organized exchange with a French partner school which was implemented in 2017.It has been our primary goal to explore young people's living conditions in Europe, analyzing opportunities and perspectives as well as challenges along the way, particularly in the context of recent political developments which have fundamentally altered the socio-political arrangement in Europe. We paid special attention to the aspects of migration, integration, mobility and digitalization. C1: 5 students participated per school. Since the students were accomodated in host families, there were 15-20 of our students involved in this activity. Principally, all those students who successfully applied for the project were eligible to participate.C2/C3: Up to 6 students participated per school. Since the students were accomodated in host families, all 20 of our students involved in this activity. Primarily those students from our partner schools not yet involved in other activities were eligible to participate.C4/C5: 7 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here: migration and integration), age and scheduling/termination.C6/C7: 7 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here: IT technology and digitalization), age and scheduling/terminationC8/C9: 6 students from our school took part. As was the case with all other mobilities/activities, we selected our students according to topical interest (here:youth unemployment), age and scheduling/termination, and in this case additionally linguistic inclination.Concerning the accompanying teachers: The teachers are/were internationally experienced colleagues, some of them with COMENIUS/ERASMUS+ experience or who have organized bilateral exchanges in the past. Moreover, teachers were selected according to specific skills (e.g. Spanish teachers accompanying the trip to Zaragoza) or migratory experience.Description of acitivties: (for details, cf. interim report [C1, C6, C7] and section 3.1):C1: Migration and integration of young, unaccompanied refugees in CelleC2/C3: Integration in Germany on regional and national levels, digitalization of workC4/C5: Integration in the NetherlandsC6/C7: Digitalization in EstoniaC8/C9: Youth unemployment and future prospects for young people in SpainResults:Project website Germany (https://erasmusplus-hbg.webnode.com)Project website Netherland (https://erasmuseu.myportfolio.com)A blog by the Spanish partner school (http://gargalloerasmusplus.blogspot.com/)Published on the dissemination platform as well as on the German project website:C1: intercultural cookbookC2/C3: booklet summarizing our topical work as well as excursions and activitiesC4/C5: interviews with integration projects and presentations on the activitiesC6/C7: brochures on the manifold areas of digitalization of public life in EstoniaC8/C9: A magazine summarizing the work results from Spain.Long-term benefits:Particularly in the context of recent challenges to intercultural skills in the realms of migration, integration and mobility, Europe's young population takes a central role as these youth will have to face and deal with the consequences of these macrosocial developments on political, social and economic levels, and therefore must be prepared accordingly. As a result of our project, participants have delevoped an exceptional degree of value-based competency, which enables them to deal with the manifold requirements emanating from the increasing mobility of the most diverse cultures and ethnicities. The innovation of our project was therefore to be detected in developing and fostering those personal as well as social skills which remain disregarded in educational discourse. Through constant communication with the exchange partners as well personal meetings during mobilities, intercultural skills were enhanced significantly. This was further supplemented by the integrative aspect of personal friendship, thereby resulting in a lasting and sustainable impact on project participants, as a number of real friendships, continuing to this day, have developed following the mobilities/activities.