Why can’t we be leaders of the present?

The summit was therefore deliberately designed as a space where these competencies were not only discussed, but actively practised through collaborative work, open exchange and even constructive disagreement. 

The summit developed into a space of intensive discussion, new encounters and shared learning. Collaboration took place in an open yet focused atmosphere that bridged national, linguistic and cultural differences.

Five workshops addressed key challenges facing democratic societies – from polarisation and crisis resilience to media literacy, as well as questions of diversity, participation and democratic learning. The focus was not only on analysis but, above all, on the collaborative development of ideas and potential solutions. Diverse perspectives were actively welcomed and treated as a resource. It also became clear that such processes require openness and negotiation – and that this is precisely where their strength lies.

On this basis, participants developed concrete approaches which they presented at the closing session, consolidating them into shared recommendations for policy and society.
The outcomes reflect a range of distinct yet interconnected perspectives, while also underscoring how clear and concrete young people’s demands are:

Even though democratic learning reaches far beyond the classroom, it is still often taught like a theory subject focused on exams and memorising information. If young people are to become active agents of change, they need practical skills they can apply, space for critical thinking and real opportunities to participate. Curricula should be developed together with students through (“co-design”), and participation should be firmly embedded in decision-making processes. To overcome structural barriers, such as limited space, time or funding, educational institutions could build stronger local networks and pool resources in the spirit of solidarity.

Given the rapid pace of technological change, a fundamental rethink is needed in the way media and artificial intelligence are used. Alongside the critical assessment of information, greater attention should be paid to understanding algorithmic dynamics and the impact unregulated AI can have on mental health. Proposed responses include mandatory AI training for teachers, the systematic integration of media literacy into curricula and the clear, internationally coordinated regulation of technology companies.

Using the “Legislative Theatre” method, participants exposed structural inequalities and discrimination and made them emotionally accessible. They demonstrated how artistic formats can help people experience different perspectives and open up new ways of engaging with political processes. At the heart of the workshop was a fictional character who works hard in everyday life, but is held back by structural barriers – a vivid illustration of the invisible nature of disadvantage. 

Equality, democratic participation, self-efficacy and, above all, the ability to listen were identified as key levers.

Unequal access to education, limited opportunities for participation and lack of trust in political processes are key drivers of polarisation. But this can also be the starting point for democratic negotiation. What ultimately matters is how political systems respond to different positions – and whether they are able to create spaces for constructive dialogue.

Citizens’ assemblies modelled on those used in Ireland, independent fact-checking systems and a stronger embedding of civic education are all needed to make democratic processes more informed, inclusive and effective.

Adultism leads to the structural exclusion of young people from decision-making processes. Young adults do not want to be seen as the leaders of tomorrow – they want to be recognised as active shapers of the present. In times of crisis, in particular, they are among the most vulnerable. National and international youth crisis councils can help formally secure their participation when it matters most. 

At the closing session, the outcomes were brought together on a shared, stage-filling vision board that reflected the breadth of perspectives represented. It stood as a powerful symbol of the participants’ intellectual and creative strength.

The Parliamentary State Secretary at the Federal Ministry for Youth, Mareike Wulf, emphasised the summit’s role as a space for learning and experience – a place where young people could actively engage with and test democratic processes. The British delegation echoed this commitment. “Be brave and be tenacious,” Clare Colvin from the Department for Education encouraged the participants. 

The ideas that emerged address current challenges and translate into practical proposals for education, policy and social cohesion. The vision board collects these proposals, presenting them visible as a collective outcome. 

The UK-Germany Youth Summit is a project established under the German-British Kensington Treaty. 

It was coordinated by IJAB and the British Council and funded by the Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) as well as the UK Department for Culture, Media and Sport (DCMS) and the Department for Education (DfE).