We also created activities that encouraged participants to understand themselves better, express their ideas, listen to different perspectives, and work with others. INNERVE was therefore not a course where participants simply received information. We built a series of workshops, activities, discussions, and practical experiences around specific skills and used them to create a structured learning journey.

During the program, we worked on areas such as critical thinking, self-awareness, communication, creative expression, and personal development. In our critical thinking activities, participants were given situations, statements, and challenges that required them to question their first impressions, identify biases, analyze information, and explain their reasoning. The sessions were designed around participation rather than lectures.

The program lasted two months, and we eventually developed a dedicated online space for INNERVE to present the program and its work. In simple terms, INNERVE was our first structured experiment in creating a youth learning program focused on skills, reflection, and active participation rather than traditional academic learning.

The project was based on peer-to-peer learning: instead of having all the information come from teachers or adults, students could also learn from other students who had recently experienced the same academic stage. We Share was therefore an initiative built around sharing educational experiences and making useful student knowledge more accessible to others.

The initiative focused particularly on students in the third year of middle school, who were preparing for the regional examination.

We worked on collecting and sharing useful information from students who had already gone through the experience, including their study approaches, difficulties, lessons learned, and advice for preparation.