What is the difference between regular DiscoverEU and the DiscoverEU Inclusion Action?
The regular DiscoverEU round is the well-known call where eligible 18-year-olds apply directly on the European Youth Portal. The DiscoverEU Inclusion Action is different: it is designed for young people with fewer opportunities aged 18 to 21, and it works through organisations or informal youth groups that receive extra support to help participants travel on equal footing with others.
Which option is usually better for a young person with fewer opportunities?
If you think you may need extra support with confidence, planning, accessibility, health, language, money, or travelling in a safe group, the Inclusion Action is usually the better fit. It can offer individual travel, group mobility in the safety of a group, and close accompaniment by an organisation.
What does “young people with fewer opportunities” mean?
In Erasmus+, this can include barriers linked to disability, physical or mental health, education and training difficulties, cultural or language barriers, social or family circumstances, economic disadvantage, discrimination, and geographical isolation
such as living in remote or rural areas or on islands. A young person does not need to fit only one category; barriers can also overlap.
Do I apply by myself?
For the regular DiscoverEU round, yes: you apply yourself on the European Youth Portal. For the Inclusion Action, usually no: an NGO, association, public body, social enterprise, or informal group of young people applies to the National Agency, and the young people join the project as participants.
Can I travel alone or with friends?
For the regular DiscoverEU round, yes: you apply yourself on the European Youth Portal. For the Inclusion Action, usually no: an NGO, association, public body, social enterprise, or informal group of young people applies to the National Agency, and the young people join the project as participants.
In the case of DiscoverEU Inclusion Action, participants may travel either alone or in a group, depending on how the project is designed and whether the organising body allows participants to travel together. From a learning perspective, travelling with people you do not already know can be especially valuable, as it encourages exchange of experiences, social learning, and stepping outside one’s comfort zone.
What costs are covered?
In the regular DiscoverEU round, selected participants receive the travel pass and a discount card, but accommodation, food, insurance, supplements and other travel-related expenses are normally paid by the participant. For participants with reduced mobility or special needs, some special assistance costs may be covered. In the Inclusion Action, organisations can use inclusion support and other grant categories to cover additional needs (food, accommodation, reservation seats costs), and the rules say that contributions cannot be collected from participants with fewer opportunities.
Is DiscoverEU only about sightseeing?
No. The Inclusion Action is explicitly treated as a non-formal learning experience with planning, preparation, implementation and follow-up. Participants should reflect on what they learned, and organisations are asked to document learning outcomes, especially through Youthpass for DiscoverEU participants. For DiscoverEU more broadly, Erasmus+ National Agencies also organise pre-departure meetings, post-travel information meetings and Meet-ups.
Where can I find trustworthy information and a real community around this action?
Start with the European Youth Portal and the official DiscoverEU pages. The Portal links to the DiscoverEU Official Facebook group, and selected participants can also connect through National Agency meetings and Meet-ups. For local guidance, Eurodesk is a strong option: its network says it has 38 national coordinators and over 4,000 local multipliers and ambassadors helping young people access opportunities
and support.
How can I verify whether a sending organisation in the DiscoverEU programme is trustworthy?
You can start by asking for the project reference number and checking it on the website of the relevant Erasmus+ National Agency or in the Erasmus+ Project Results Platform. This helps confirm that the project really exists and has received Erasmus+ funding. National Agencies are responsible for selecting projects to be funded, and the Erasmus+ Project Results Platform publishes details and outcomes of funded projects. For the DiscoverEU Inclusion Action, projects are implemented by
an organisation or informal group that sends participants on the travel experience.
You should also check the organisation’s official website, its telephone number, email address, and active social media accounts. A trustworthy organisation should be easy to identify and contact. It is also a good idea to look for opinions, photos, comments, or testimonials from participants of the organisation’s previous youth activities or Erasmus+ events. These can give you a better idea of whether the organisation is active, transparent, and experienced in working with young people. This is especially important in the DiscoverEU Inclusion Action, where organisations are expected to support participants before, during and after the trip.
What does the whole programme look like from selection to the end of the trip?
The programme usually includes preparation before departure, the travel period itself, and a follow-up phase after the trip. The exact structure depends on the project.
Can I choose my own destinations, or is the route fixed?
This depends on the project. In some cases, participants help shape the route, while in others the itinerary is prepared by the organisers. Some projects also have specific thematic objectives, so even if the route is co-created by participants, a certain direction or framework may already be defined by the project.
Does the programme Discover EU Inclusion Action cover accommodation, food, and local transport?
It covers all. The rules of spending should be explained by the organiser.
Can I travel with a companion, assistant, or support person?
Some projects allow attending an accompanying person when justified by the participant’s needs. Organisers should apply to cover costs of such person.
How and when should I communicate my individual needs?
Participants are usually encouraged to share their needs as early as possible so that the organiser has enough time to make appropriate arrangements.
Who will be my contact person if I have difficulties during the trip?
There is usually a designated coordinator, mentor, group leader, or project contact person available before and during the trip.
Who books the tickets and accommodation — the organiser or the participant?
This varies. In some projects the organiser handles all bookings, while in others participants are involved or book under guidance.
Do I need to sign any agreements or follow any formal rules?
Usually yes. Participants are often asked to accept project rules, travel conditions, and participation requirements.
Do I need to complete a report or evaluation after the project?
Many projects ask participants to give feedback, complete a survey, or take part in an evaluation after the trip.
Are there workshops, meetings, or educational activities included in the programme?
Some projects include structured activities, while others focus more on the travel experience itself.
What skills or experience can I gain through this project?
Participants may develop independence, communication skills, confidence, intercultural awareness, budget management and practical travel experience.
Do I need to speak English well to take part?
Not always. The level of language needed depends on the project, and organisers may provide support adapted to participants’ needs.
How will communication with organisers work during the trip?
Communication is usually organised through phone, messaging apps, email, or regular check-ins, depending on the project.
Can participating in this project help me with future Erasmus+ opportunities?
It can be a valuable experience and may help build confidence and motivation for future opportunities, although it does not automatically guarantee selection for other programmes.
Is it better to organise solo travel or group travel?
There is no single required format. However, from an educational perspective, travelling with peers, especially people participants do not already know well, can create strong opportunities for exchange of experiences, intercultural dialogue, social learning, and stepping outside one’s comfort zone. This matches the action’s objectives of encouraging connection, dialogue, and competence development.
What is the main learning idea behind the project?
The learning period is broader than the trip itself. It includes planning, preparation, implementation before and during the travel, and follow-up after the travel. So organisations should think of the project as a learning process, not only as transport and accommodation.
What kind of activities are not eligible?
The Programme Guide excludes activities such as academic study trips, activities aimed at financial profit, performance tours, statutory meetings, and training courses by adults for young people.
What tools can be used to work with groups before the trip and when developing follow-up activities?
A wide range of digital tools can support both the preparation phase and the follow-up stage of the project. We especially recommend using Google Drive, where each group can have its own shared folder for collecting photos, recording and storing vlogs, tracking budget progress, and gathering practical information such as emergency contacts. We also recommend Trello, which is very useful when working with multiple groups at the same time. It helps organisers and participants assign tasks, set priorities, define deadlines, and monitor progress in a clear and practical way. Tools like Trello can support teamwork throughout the whole process, from preparation before the trip to follow-up activities after the mobility.
How can the lump sum be transferred to travelling groups to cover accommodation, food, or sightseeing costs?
The easiest solution is usually for the organisation to sign a travel agreement either with the group leader or with each participant individually. This makes it possible to clearly define the amount of support, the purpose of the funds, the payment arrangements, and the basic rules for using and settling the budget. The exact approach may depend on the organisation’s internal procedures, but a written agreement is the safest and most transparent option. The group as a whole, or each participant individually, can also learn how to manage a budget in practice. This approach can strengthen responsibility, planning skills, decision-making, and financial awareness, while making the travel experience more educational and participatory.
How should you choose the thematic focus of the project?
The project should be aligned with the objectives of the action, but it should also be engaging and meaningful for the young people involved. It is a good idea to discuss the concept with a group of potential participants who would join the project if it receives funding. DiscoverEU Inclusion Action projects can take many different forms, as they may explore various aspects of social life in Europe, from history, culture, art, and theatre to technology and contemporary challenges. At the same time, DiscoverEU should lead to measurable results and real learning outcomes. It is worth giving participants space to shape the project, as this helps build their sense of agency, teaches responsibility, and gives them a chance to pursue ideas and aspirations that matter to them.
Should we ask participants to sign declarations or other forms of agreements?
Yes, it is strongly recommended to have written documents in place with participants, even if the exact format may depend on your organisation’s internal procedures and national context. DiscoverEU Inclusion Action is implemented by organisations or informal groups that are responsible for preparing, supporting, and following up the learning travel experience, so clear written arrangements help ensure transparency, safety, and proper organisation.
A formal participant agreement, travel agreement, or declaration of participation is usually a good practice. Such a document can clarify the participant’s role, the support provided by the organisation, the rules for the use of project funds, travel arrangements, communication expectations, and basic safety responsibilities. Since the learning period includes preparation, the travel itself, and follow-up, it is useful to define expectations for the whole process in writing.
How should you plan the number of people in each team?
This depends on the needs and preferences of the young people involved. Some participants feel safer and more comfortable travelling in a larger group. On the other hand, many groups report practical difficulties in finding suitable accommodation for a bigger team. Some group leaders also point out that smaller groups are easier to manage and make it possible to focus more closely on the barriers, support needs, and individual situations of participants. For this reason, the size of the group should be planned carefully, balancing participants’ sense of security, the quality of support, and practical travel arrangements.
What follow-up activities should be planned?
Ideally, participants should be actively involved in the follow-up stage of the project. This can include activities such as social media posts, vlogs, blog entries, or presentations in schools and youth spaces for young people who may benefit from the programme in the future. Involving participants in dissemination helps extend the impact of the project, gives visibility to their experiences, and strengthens their sense of ownership, reflection, and responsibility after the travel experience. The organisation’s own dissemination activities can be an important additional layer, but it is worth giving priority to participant-led follow-up actions. This can help young people overcome further barriers, for example those related to public speaking, sharing personal experiences, or presenting themselves in front of others. In this way, follow-up activities become not only a way to promote the project, but also a continuation of the learning process and a space for building confidence, visibility, and a sense of agency.