Enhancing Active Citizenship through DEBATE gave the possibility to bring together learners and teachers from Italy, Bulgaria, Turkey, Greece,Poland to empower them with active citizenship skills; to strengthen the ownership of European policy issues by focusing on the youth’s lived experience through DEBATE. The project was a way to create innovative methodological solutions for un-formal education about European issues; to discuss topics of European significance in a safe, multicultural environment; to translate the principles of balanced, problem-based, argumentatively supported dialogue into a DEBATE, to innovate school curricula of the participant countries (one totally new to Erasmus+ programme) who benefited, through the exchange of good practices, the expertise of skilled trainers in this field. In the spirit of the project there was the willingness to reflect on the importance of active citizenship and different possibilities for civic action, especially for the young people, and understand how skills and knowledge built by debating approach can lead to more active young people and can have direct impacts on broader society. In the course of the project they haven’t only learned how to argue their ideas more eloquently, critically, and reasonably, and from their position, they were incentivized to understand the other side and were forced to realize there are two sides of every story, and that both sides might be rational and convincing. The project priorities were: social inclusion, promoting the acquisition of skills and competences, strengthening the profile(s) of the teaching profession.The project has certainly contributed significantly to the achievement of the following objectives:1. Elevate proficiency in the four English language skills.2. Develop and enhance Media Literacy knowledge.3. Increase reading comprehension skills. 4. Acquire argumentative literacy skills. 5. Increase social and cultural skills. 6. Strengthen the profile (s) of the teaching profession through training by supporting it in the adoption of collaborative and innovative practices, both digital and non-digital, and new methods of assessment.The 6 short-term exchange activities of groups of pupils were dedicated to a debate tournament with mixed teams thus promoting ‎cooperation and providing for multicultural experience in a working environment. INTERNET/SOCIAL MEDIA ‎, MULTICULTURALISM/XENOPHOBIA, GENDER, HATESPEECH/CYBERBULLYING, RESPONSABİLİTY TOWARDS THE CULTURAL HERİTAGE , EUROPEAN ISSUES were the topics selected to formulate the motions to be debated. The conceptual framework of the project was centered on four citizenship education competence areas: 1: Interacting effectively and constructively with others, including personal development (self-confidence, personal responsibility and empathy),communicating and listening;and cooperating with others. 2: Thinking critically, including reasoning and analysis, media literacy, knowledge and discovery, and correct and aware use of internet sources. 3: Acting in a socially responsible manner, including respect for the principle of justice and human rights; respect for other human beings, for other cultures and other religions; developing a sense of belonging; and understanding issues relating to the environment and sustainability, to the respect for the value of cultural heritage. 4: Acting democratically, including respect for democratic principles; knowledge and understanding of political processes, institutions, and organizations; and knowledge and understanding of fundamental social and political concepts. Finally, it aimed at developing and reinforcing networks, increasing their capacity to operate at a transnational level, share and confront ideas, practices, and methodsAs we completely reached the goals, we are sure that this project will continue to have an impact not only in our school but in our territories where we are already considered as the points of reference.The Italian school has been awarded the EUROPEAN LANGUAGE LABEL.Students and teachers, having been trained properly, will also be coaches for our newly-enrolled students. All the schools will try to implement the results of our network with another school for tournaments of Debate in foreign languages.Finally, schools who have acquired in the two-year project a solid debate program continue to implement this knowledge into other subjects as well - for example, a “debate-like” oral examination in math’s class, or in Law and economics class where subjects are taught in CLIL methodology, the Debate approach can become a useful strategy, which encourages students to not learn by heart but understand the topic to be able to discuss it when having the oral examination.