This learning project explored how public institutions can either foster or inhibit political engagement beyond the ballot box. Partnering with Polis Civic Innovation Hub, the student team investigated the real-world workings of participatory structures such as youth councils, citizen assemblies, and civic tech platforms.

Rooted in the DISC methodology and aligned with SDGs 16 (Peace, Justice and Strong Institutions), 11 (Sustainable Cities), 4 (Quality Education), and 17 (Partnerships for the Goals), the students created simulations, learning tools, and a short documentary to demystify how institutions function—and how young people can participate meaningfully in democratic life.

Challenge
While democratic structures exist, many citizens—especially youth—feel disconnected from them. This project addressed the gap between formal participation rights and real, felt access to decision-making processes in Greece.

Target Groups:
University students in politics, education, and social sciences, young community actors, educators, and youth workers interested in advancing civic literacy and democratic participation.

Solution
The team designed a participatory assembly simulation, conducted interviews with civic actors, mapped local engagement pathways, and created a civic literacy toolkit and short documentary. These interventions made institutions more visible, approachable, and relatable.

Innovation
Rather than abstract civic education, the project offered immersive, student-led experiences in dialogue, decision-making, and democratic co-creation. The “Institutions That Listen” video gave voice to citizens navigating the system—both successfully and critically.

Impact
Over 80 citizens participated directly, and municipal staff requested copies of the student-designed toolkit. Feedback from workshops and simulations revealed increased confidence and interest in participatory mechanisms among young participants.

This student project is submitted through:
Aristotle University of Thessaloniki

It involved 5 students from the Department of Philosophy and Education

Project poster: Download Here