Learning Planet Youth Design Challenge 2026–2027: Apply for a $1,000 Grant, Global Mentorship, Training and International Recognition for Young Changemakers

Young innovators, social entrepreneurs, student leaders and youth advocates seeking to transform their communities have an opportunity to strengthen their projects through the Learning Planet Youth Design Challenge (LPYDC) 2026–2027. Organised by the Learning Planet Institute, this international initiative supports young people who are developing practical solutions to social, environmental and wellbeing challenges.

The challenge is designed for young people aged 15 to 26 who have ideas or projects capable of creating meaningful change in their communities. By combining online training, expert mentorship, international networking and project visibility, the programme aims to help young changemakers develop their ideas into more effective and sustainable initiatives.

For the 2026–2027 edition, the Learning Planet Youth Design Challenge focuses on three major areas: peace and democracy, mental health and wellbeing, and environment and climate. Young people working in these fields can apply to have their projects considered for selection among 60 shortlisted initiatives. From this group, 12 outstanding projects will be selected as ambassadors, with each receiving a $1,000 grant to advance their work.

Applications are open to young people seeking to make a positive difference, and the challenge provides an opportunity to connect locally driven initiatives with a wider international community of educators, development professionals, social innovators and changemakers.

Application deadline: January 7, 2027, at 23:59 Central European Time (CET).

1. Overview of the Learning Planet Youth Design Challenge 2026–2027

The Learning Planet Youth Design Challenge is an international youth engagement and social innovation programme that provides a platform for young people to develop and showcase initiatives addressing pressing challenges in their communities.

The programme recognises that young people are not merely future leaders; they are already developing solutions to problems affecting education, the environment, public wellbeing, social inclusion and democratic participation. However, many of these initiatives struggle to progress because their founders lack access to appropriate funding, professional guidance, practical training and influential networks.

The LPYDC seeks to address these barriers by creating a supportive environment in which young people can refine their projects, learn from experienced practitioners, receive feedback and build relationships with people and organisations that share their commitment to positive change.

Rather than focusing exclusively on ideas or theoretical proposals, the challenge emphasises projects with the potential to produce tangible results. It encourages participants to think about how their initiatives can respond to real needs, engage communities and contribute to a more peaceful, inclusive and sustainable world.

The 2026–2027 edition continues this approach by bringing together young project leaders from different countries and backgrounds. Through the programme, selected participants can strengthen their problem-solving skills, improve the design of their initiatives and learn how to build projects that can continue growing beyond the challenge itself.

Key details about the opportunity

• Opportunity name: Learning Planet Youth Design Challenge (LPYDC).
• Edition: 2026–2027.
• Organising institution: Learning Planet Institute.
• Opportunity type: International youth innovation challenge and social impact competition.
• Eligible age group: Young people aged 15–26.
• Geographical scope: International, with opportunities for young people from around the world.
• Project focus areas: Peace and democracy; mental health and wellbeing; environment and climate.
• Shortlisted projects: 60 projects will receive online training and mentorship.
• Grant recipients: 12 selected ambassadors will each receive a $1,000 grant to advance their projects.
• Additional benefits: Project visibility, certification, global networking and invitations to international events for selected ambassadors.
• Application deadline: January 7, 2027, at 23:59 CET.
• Programme activities: Online training and mentorship are scheduled for March through June 2027.

The programme is particularly relevant to young people who want to move beyond identifying problems and begin developing practical, community-centred solutions.

2. About the Learning Planet Institute

The Learning Planet Institute is an organisation dedicated to transforming education and supporting learners in developing the knowledge, skills and capacity to address major global challenges.

Its approach brings together education, interdisciplinary learning, collaboration, experimentation and social innovation. The institution promotes learning that equips people to respond constructively to challenges such as environmental sustainability, social inequality, democratic participation and mental health.

The institute’s broader youth engagement activities encourage young people to discover their interests, develop ideas, collaborate with others and take action on issues that matter to their communities.

Within this wider mission, the Learning Planet Youth Design Challenge creates an international platform for young innovators to develop projects that connect learning with practical action. It recognises that meaningful education should not be limited to acquiring information; it should also help people understand complex challenges, work with others and create positive change.

The challenge is therefore designed to support both the development of individual projects and the growth of a wider community of young people committed to social transformation.

By connecting participants with training opportunities, mentors, international peers and a network of education leaders and changemakers, the Learning Planet Institute aims to help promising initiatives become more effective, visible and sustainable.

3. Objectives of the Learning Planet Youth Design Challenge

The LPYDC has several interconnected objectives that shape its activities and benefits.

3.1 Empower young people to become agents of change

One of the programme’s central objectives is to strengthen the role of young people in addressing the challenges affecting their communities.

Young people often have direct experience of local problems and can identify solutions that reflect the realities of the people affected. However, turning these insights into effective projects can require skills, resources and support that may not be readily available.

The challenge helps young people develop their leadership capacity and take greater ownership of the solutions they create.

3.2 Strengthen youth-led social impact projects

The programme supports participants in developing initiatives that can produce real-world results.

This involves encouraging project leaders to clarify the problem they are addressing, identify the people who will benefit, develop appropriate activities and consider how they will evaluate their progress.

The goal is to help young people build projects with a clearer purpose, stronger implementation strategies and greater potential for long-term impact.

3.3 Promote learning through practical action

The challenge places emphasis on learning by doing. Participants are encouraged to develop their understanding through experimentation, collaboration, feedback and the practical implementation of ideas.

This approach can help young innovators identify weaknesses in their original plans, understand the needs of their intended beneficiaries and make improvements based on evidence and experience.

3.4 Connect young changemakers across countries

The LPYDC also seeks to build connections among young people who are working on similar challenges in different parts of the world.

International collaboration can expose participants to new perspectives, alternative approaches and lessons from projects developed in different social, cultural and economic settings.

These connections can become valuable sources of encouragement, learning and future collaboration.

3.5 Increase the visibility of youth-led initiatives

Many community projects struggle to attract attention beyond the locations where they operate. The challenge addresses this issue by showcasing shortlisted projects through the Learning Planet Institute’s projects platform and sharing them with a wider network of education leaders, partners and changemakers.

Greater visibility can help participants communicate their work, establish credibility and identify opportunities to expand their initiatives.

4. The Three Main Project Themes

Applicants must develop projects that align with at least one of the three themes identified for the challenge. These themes cover interconnected social, environmental and community challenges.

4.1 Peace and Democracy

The first theme focuses on projects that contribute to peaceful communities, democratic participation, social inclusion and constructive engagement.

Young people can play an important role in promoting dialogue, reducing tensions, strengthening civic participation and encouraging people to work together to solve shared problems.

Projects under this theme may explore areas such as:

• Peacebuilding and conflict prevention: Initiatives that encourage dialogue, resolve disagreements and strengthen relationships among individuals or groups.
• Civic education: Projects that help young people and communities understand civic responsibilities, democratic principles and the importance of informed participation.
• Youth participation in decision-making: Initiatives that create opportunities for young people to contribute to community discussions, local governance or public policy.
• Social inclusion: Projects that help marginalised groups participate more fully in community life and access opportunities.
• Human rights awareness: Activities that educate people about their rights, responsibilities, dignity and the importance of respecting the rights of others.
• Community dialogue: Initiatives that bring people together to address shared concerns, improve understanding and develop collective solutions.
• Media literacy and responsible participation: Projects that help communities recognise misinformation, evaluate information critically and engage constructively in public discussions.

For example, a young person could develop a school-based initiative that trains students in mediation, peaceful conflict resolution and respectful communication. Another applicant might establish a youth civic engagement programme that helps young people understand local governance and participate in community decision-making.

The most important consideration is that the project should address a genuine challenge and demonstrate how its activities could contribute to meaningful change.

4.2 Mental Health and Wellbeing

The second theme focuses on improving mental health, emotional wellbeing and the conditions that allow individuals and communities to flourish.

Mental health and wellbeing are important to educational achievement, personal development, relationships, participation in society and overall quality of life. Young people may encounter challenges involving stress, isolation, stigma, limited access to support and difficulties navigating personal or social pressures.

Projects under this theme can aim to increase awareness, promote supportive environments and help people access appropriate information or services.

Potential project areas include:

• Mental health awareness: Community or school-based activities that increase understanding of mental health and encourage informed conversations.
• Emotional wellbeing: Initiatives that help young people develop healthy coping strategies, emotional awareness and supportive relationships.
• Reducing stigma: Campaigns that challenge harmful misconceptions and encourage respectful treatment of people experiencing mental health difficulties.
• Peer support: Structured programmes that promote connection, listening and appropriate referral to qualified professionals when necessary.
• Youth wellbeing in schools: Initiatives that promote supportive learning environments and encourage students to seek help when they need it.
• Social connection: Projects that reduce isolation and create opportunities for people to develop positive relationships.
• Digital wellbeing: Initiatives that help young people reflect on their digital habits and develop healthier relationships with technology.

For instance, an applicant might propose a school-based mental health awareness programme that combines educational sessions, peer engagement and referral information for professional support.

Another project could focus on creating community activities that reduce social isolation among vulnerable young people.

Projects addressing mental health should be designed responsibly, with appropriate safeguards and qualified professional involvement where clinical or specialist support is required.

4.3 Environment and Climate

The third theme addresses environmental protection, climate challenges and the need for more sustainable communities.

Young people around the world are developing practical responses to environmental degradation, pollution, waste, biodiversity loss and the effects of climate change. The LPYDC offers a platform for initiatives that translate environmental concerns into organised community action.

Potential project areas include:

• Climate change awareness: Educational campaigns that explain climate risks and encourage practical action.
• Waste management and recycling: Initiatives that reduce waste, improve sorting practices and encourage reuse.
• Plastic pollution prevention: Projects that promote alternatives to single-use plastics and improve community waste practices.
• Environmental education: Activities that equip students and community members with knowledge and skills to protect their surroundings.
• Sustainable agriculture: Projects that encourage environmentally responsible agricultural practices and more sustainable food systems.
• Water conservation: Initiatives that promote responsible water use and protect local water resources.
• Biodiversity conservation: Projects that protect habitats, encourage tree planting or raise awareness about local ecosystems.
• Community climate resilience: Initiatives that help communities understand and prepare for environmental risks.
• Circular economy solutions: Projects that reduce waste by encouraging repair, reuse, recycling and more efficient use of resources.

For example, a young innovator could develop a school recycling programme that trains students to sort waste, measures the amount of material recovered and engages local recycling partners.

Another applicant might create a community environmental education project that works with schools and local organisations to promote climate awareness and sustainable practices.

Projects that demonstrate practical implementation, community participation and a credible plan for measuring progress may be well positioned to explain their potential contribution to this theme.

5. Who Can Apply for the Learning Planet Youth Design Challenge?

The challenge is designed for young people aged 15 to 26 who are developing projects with the potential to create positive social impact.

Its international focus makes it relevant to young changemakers working in different communities, countries and cultural contexts.

Age requirement

Applicants should fall within the programme’s stated age range of 15 to 26 years.

Young people in this age group who are interested in social innovation, community development, environmental sustainability, education or youth engagement may find the challenge relevant to their goals.

Project leadership and development

The programme focuses on youth-led projects. Applicants should therefore be prepared to explain their initiative, the problem it seeks to address, its intended beneficiaries and the change it aims to achieve.

The project should demonstrate a clear connection to at least one of the three challenge themes.

Young people who have already begun implementing a project may be able to explain their activities and progress. Those developing an early-stage initiative should be prepared to present a clear idea, its rationale and a realistic approach to putting it into practice.

Applicants should consult the official application form to confirm the precise project-stage requirements and any additional submission conditions for the 2026–2027 edition.

International participation

The challenge is presented as an international programme. Young people from different countries should consult the official application platform to confirm any country-specific conditions, application requirements or other restrictions that may apply.

Applicants should not assume that they need to reside in France or another particular country simply because the Learning Planet Institute is based in France.

Relevant interests and experience

The programme is particularly relevant to young people interested in:

• Social entrepreneurship and social innovation.
• Community development and youth empowerment.
• Education and learning innovation.
• Human rights and democratic participation.
• Mental health awareness and wellbeing.
• Climate action and environmental sustainability.
• Project design, implementation and evaluation.
• International collaboration and sustainable development.

The official programme page highlights the age range and thematic focus but does not establish a universal requirement for a particular academic qualification. Interested applicants should verify all detailed eligibility and submission requirements directly through the official application portal.

6. Benefits of Participating in the Learning Planet Youth Design Challenge

Participation can provide more than an opportunity to compete for a grant. The challenge is structured to help young project leaders strengthen their work, learn from others and increase their ability to create lasting impact.

The programme identifies three principal benefits: training, prizes and recognition.

6.1 Online training for 60 shortlisted projects

A total of 60 shortlisted projects are expected to benefit from online training designed to help their leaders develop their initiatives.

This training includes targeted mentorship, masterclasses and practical tools.

The training component can help participants identify what their projects need to progress from an initial idea or existing activity towards a more organised and sustainable initiative.

Depending on the content of the training and the needs of each project, participants may gain useful insights into areas such as project planning, community engagement, impact communication, implementation and future development.

The programme’s emphasis on practical tools is particularly relevant to young people who have identified a problem and started taking action but need additional guidance to strengthen their approach.

6.2 Targeted mentorship

Mentorship is an important part of the support offered to shortlisted projects.

Developing a social impact project often involves challenges that are difficult to resolve through independent work alone. Young founders may need guidance on how to engage stakeholders, communicate with beneficiaries, structure activities, manage resources or refine their plans.

Targeted mentorship creates an opportunity for project leaders to receive guidance as they work through these issues.

Mentorship can also encourage participants to examine their assumptions, reflect on feedback and make informed decisions about their initiatives.

The official programme page confirms targeted mentorship for the 60 shortlisted projects, although the precise mentor allocation, meeting frequency and individual mentoring arrangements should be checked in the programme’s official communications.

6.3 Masterclasses and practical project-development tools

The challenge also offers masterclasses and practical tools to support project development.

Masterclasses can expose participants to specialised knowledge and useful examples from people with relevant experience. Practical tools can help participants organise their thinking and apply what they learn to their own projects.

This combination of learning and application is valuable because successful social impact work requires more than enthusiasm. It also requires planning, coordination, communication and the ability to respond to changing circumstances.

6.4 A $1,000 grant for each of the 12 selected ambassadors

One of the most significant benefits of the challenge is the opportunity for 12 selected ambassadors to receive a grant of $1,000 each.

These grants are intended to help recipients advance their projects.

For a youth-led initiative, a grant can provide resources to support activities that might otherwise be difficult to implement. Depending on the project’s needs and the programme’s funding conditions, resources may help advance pilot activities, community engagement, educational materials, implementation or other project-development priorities.

However, applicants should understand that the grant is not automatically available to everyone who applies or to all 60 shortlisted projects. The official programme page identifies 12 ambassadors as the grant recipients.

Applicants should also consult the official rules for information about eligible expenses, payment arrangements, reporting obligations and any other conditions associated with the grant.

6.5 Certification through the United Nations University Hub for Future of Learning with Youth

The programme identifies certification through the United Nations University Hub for Future of Learning with Youth (UNU FLY) as a recognition benefit.

Certification can help participants document their involvement in a structured international learning initiative.

For students, young professionals, project coordinators and aspiring social entrepreneurs, such recognition may be useful when describing relevant learning experiences in a CV, professional profile or future application, subject to the certificate’s stated terms.

Applicants should refer to the official programme information to confirm the certification arrangements and eligibility conditions.

6.6 Global visibility for shortlisted projects

All 60 shortlisted projects are featured on the Learning Planet Institute’s projects platform and shared across a global network of education leaders, partners and changemakers.

This visibility can help project leaders communicate their work to people outside their immediate communities.

A project that receives wider attention may have more opportunities to attract collaborators, exchange ideas, identify relevant networks or demonstrate its approach to potential supporters.

Visibility does not guarantee additional funding or partnerships, but it can help make a project’s objectives and activities more accessible to a wider audience.

6.7 International events and tailored networking for ambassadors

The 12 selected ambassadors will be invited to international events and receive tailored networking opportunities intended to advance their projects.

These opportunities can expose young changemakers to other innovators, organisations and people working on related issues.

Networking is particularly valuable for project leaders who want to expand their activities, exchange practical lessons or identify possible areas for collaboration.

The official programme page does not guarantee that every ambassador will receive funding from other organisations or secure new partnerships. Rather, it offers access to opportunities for visibility, engagement and relationship-building.

6.8 Membership in a wider community of practice

The training and mentorship period is also associated with integration into a global Community of Practice.

A community of practice allows people working on related challenges to exchange experiences, discuss approaches and learn from one another.

For young project leaders, such a community can provide a valuable source of peer learning. Participants can gain insights from projects operating in different contexts and reflect on how those experiences might inform their own work.

The international character of the LPYDC makes this especially relevant for people seeking to understand how similar social and environmental challenges are being addressed elsewhere.

7. How the Learning Planet Youth Design Challenge Can Support Young Entrepreneurs and Social Innovators

The LPYDC is relevant to young people who want to develop social impact projects into more structured initiatives.

Social innovation often begins with identifying a problem that affects a community. The next steps may involve understanding the people affected, exploring possible solutions, testing ideas, mobilising resources and evaluating results.

Each stage presents its own challenges.

The Learning Planet Youth Design Challenge can help participants strengthen their approach through learning, feedback, mentorship and exposure to a wider community.

Turning an idea into a practical project

Young people may recognise a challenge but need help deciding how to address it. Project-development support can encourage them to define clear objectives, identify beneficiaries, organise activities and establish a realistic plan.

Improving implementation

Existing projects may encounter difficulties with stakeholder engagement, resource mobilisation or coordination. Mentorship and practical training can help project leaders identify areas for improvement.

Learning to communicate impact

A project must be able to explain the problem it addresses, the activities it undertakes and the changes it hopes to achieve.

Participation can provide an opportunity to refine how project leaders communicate their objectives and explain their work to wider audiences.

Building relationships beyond the local community

International exposure can help young innovators learn from peers, discover different approaches and develop a broader understanding of their chosen field.

For participants who want to expand their initiatives, the combination of project visibility and networking may be particularly valuable.

8. Application Timeline for the 2026–2027 Challenge

Applicants should pay close attention to the official timeline to prepare and submit their proposals on time.

The Learning Planet Institute’s programme page lists the following dates and stages.

September 22, 2026: Official launch

The 2026–2027 edition was launched on September 22, 2026, on the sidelines of the United Nations General Assembly.

The launch introduced the new edition and its focus on youth-led projects with the potential to contribute to social and environmental transformation.

Mid-October 2026: Call for proposals opens

The programme page indicates that the call for proposals opened in mid-October 2026.

This is the stage at which interested young people can begin preparing and submitting their projects through the official application process.

Applicants should review the current application form carefully, rather than relying exclusively on information from previous editions.

January 7, 2027: Application deadline

The deadline for submitting proposals is January 7, 2027, at 23:59 Central European Time (CET).

Applicants should aim to complete their submissions well before the closing time to allow for any corrections or technical difficulties.

Those applying from outside Central Europe should pay attention to the specified time zone. The deadline corresponds to January 8, 2027, at 04:59 Ghana time (GMT).

Applications submitted after the official closing time may not be accepted. Applicants should rely on the deadline displayed on the official application platform if any clarification or updated instruction is published.

February 2027: Selection of 60 projects

The programme page identifies February 2027 as the expected period for selecting 60 projects through an international jury.

The selected projects will proceed to the training and mentorship stage.

Applicants should monitor their email and the programme’s official communications for selection notifications and any further instructions.

March to June 2027: Online training and mentorship

The 60 selected projects are scheduled to participate in online training and mentorship from March through June 2027.

During this period, project leaders can benefit from targeted guidance, masterclasses, practical tools and participation in a global Community of Practice.

July 2027: Selection and celebration of 12 ambassadors

In July 2027, the programme is scheduled to select and celebrate 12 ambassadors.

These projects will receive the $1,000 grants described by the programme, along with the ambassador-related recognition and networking opportunities.

Important timeline clarification: The official webpage contains an apparent year inconsistency in its selection timeline, listing “February 2026” in one place despite describing the 2026–2027 edition and activities running through July 2027. February 2027 is the consistent expected selection period for the current edition. Applicants should check the official website for any updated dates.

9. How to Apply for the Learning Planet Youth Design Challenge 2026–2027

Young people interested in participating should begin by visiting the official programme page and following the application instructions provided there.

CLICK HERE TO APPLY

The following steps can help applicants prepare a clear and credible proposal.

Step 1: Confirm your eligibility

Review the programme’s age requirements, project themes and current application instructions.

Confirm that your project fits at least one of the three areas:

• Peace and democracy.
• Mental health and wellbeing.
• Environment and climate.

Check the application form for any additional requirements relating to project stage, documentation, language, participation or submission format.

Step 2: Identify the problem your project addresses

A strong proposal begins with a clear understanding of the challenge the project seeks to solve.

Explain what is happening, who is affected and why the issue matters.

Where possible, use credible evidence, community feedback, observations or other relevant information to demonstrate that the problem is real and worth addressing.

For example, an environmental project might describe the waste-management challenge affecting a particular community, while a civic engagement project might identify barriers preventing young people from participating in local decision-making.

The purpose is to show that the initiative responds to a genuine need rather than presenting a solution without clearly explaining the problem.

Step 3: Explain your proposed solution

Describe the activities your project will undertake and how those activities are expected to address the identified challenge.

Avoid relying on broad statements such as wanting to improve society or raise awareness. Explain what you intend to do in practical terms.

Depending on the nature of the project, this could involve educational workshops, community campaigns, peer engagement, environmental activities, digital resources or collaboration with relevant local organisations.

Step 4: Define your intended beneficiaries

Identify the individuals, groups or communities that are expected to benefit from the initiative.

Explain why the project is relevant to them and, where appropriate, how they will participate in designing, implementing or evaluating the activities.

Demonstrating a clear understanding of the intended beneficiaries can help communicate the project’s relevance and practical value.

Step 5: Describe your implementation plan

Explain how you intend to put the project into practice.

A useful plan may identify:

• The main activities to be undertaken.
• The expected sequence of activities.
• The people or organisations involved.
• The resources required.
• The intended beneficiaries.
• The expected outputs and outcomes.
• The challenges that could affect implementation.
• The steps you will take to sustain or expand the project.

Applicants should tailor this information to their project’s stage and scale. A small community pilot does not need to promise the same level of activity as a large established initiative.

Step 6: Explain the project’s potential impact

Describe the changes you expect the initiative to produce and how you might assess progress.

Where possible, identify practical indicators that could demonstrate whether the project is achieving its objectives.

For example, an educational initiative might track participation, knowledge gained or changes in reported behaviour. An environmental project might measure waste collected, materials recycled or schools adopting improved practices.

Applicants should distinguish between activities, immediate outputs and longer-term outcomes.

For instance, conducting five workshops is an activity or output; improved understanding among participants is a potential outcome. Making this distinction helps communicate a project’s purpose more clearly.

Step 7: Explain how the challenge would help your project

Applicants should consider how training, mentorship, networking and possible grant support could strengthen their initiative.

Identify areas where additional guidance or resources would make a practical difference.

A project leader might need to improve monitoring and evaluation, strengthen community engagement, refine a delivery model or develop a more realistic expansion plan.

A clear explanation of these needs can help demonstrate why participation would be valuable at the current stage of the project.

Step 8: Review and submit your proposal

Before submitting, read through the application carefully.

Check that all required fields are complete, the information is accurate, the project aligns with the challenge themes and the proposal clearly explains the initiative’s intended impact.

Submit the application through the official platform and retain any confirmation or reference information provided.

Do not wait until the final hours to submit, particularly if you need to upload supporting material or resolve a technical issue.

The steps above are practical preparation guidance, not a substitute for the official application instructions. The application form determines the precise information and documentation required.

10. Tips for Developing a Strong Application

The Learning Planet Youth Design Challenge is intended to support projects that can create real-world impact. Applicants should therefore focus on explaining their initiatives clearly and demonstrating why their proposed activities matter.

Demonstrate a clear connection to the challenge themes

Make it easy for the reviewers to understand how the project fits within peace and democracy, mental health and wellbeing, or environment and climate.

If an initiative addresses several themes, explain the relationship between them and identify its primary focus.

Show evidence of community need

Explain why the problem deserves attention and how you know it affects the intended beneficiaries.

Evidence could include credible research, relevant statistics, community consultations, direct observations or documented experience.

Use information that can be verified, and avoid exaggerating the scale of the problem or the results achieved.

Be specific about what the project does

Describe the activities in concrete terms. Explain who will participate, how the activities will be organised and what they are expected to achieve.

A clear and realistic plan is generally more persuasive than a proposal filled with broad promises.

Demonstrate youth leadership

Explain your role in developing or leading the initiative. Where a project involves a team or partner organisations, describe how responsibilities are shared.

The programme’s youth-led focus makes it important to communicate how young people contribute to shaping and delivering the work.

Highlight progress without overstating results

If the project is already operating, explain what has been completed and what has been learned so far.

If the project is still at an early stage, describe the work undertaken to understand the problem and prepare for implementation.

Be transparent about what has been achieved, what remains to be done and what support is needed.

Explain how you will measure progress

Think about how you will know whether the project is making a difference.

Use realistic indicators that correspond to the project’s objectives. Where relevant, explain how you will collect feedback or monitor activities.

The ability to assess progress can help a project learn, improve and communicate its contribution.

Present a credible plan for sustainability

Consider what will happen after the initial phase of the project.

Depending on the initiative, sustainability might involve training local volunteers, establishing partnerships, developing reusable educational materials, strengthening community ownership or identifying additional resources.

Avoid promising indefinite growth without explaining how the project could realistically continue.

Use clear and accessible language

A proposal should communicate the project’s purpose without requiring the reader to interpret unnecessary jargon.

Organise the information logically, define important terms and ensure that the relationship between the problem, proposed activities and intended impact is easy to understand.

Follow the official instructions

Even a promising project must meet the programme’s submission requirements.

Review the official application form for the latest information about eligibility, required fields, deadlines and any supporting materials.

11. Why the Learning Planet Youth Design Challenge Matters for Young People in Africa

The challenge may be especially relevant to young African innovators who are developing practical responses to community challenges.

Across African communities, young people are involved in initiatives addressing education, public health awareness, environmental protection, youth participation, inclusion and local development.

Many of these initiatives begin at a grassroots level, where founders work with schools, community leaders, volunteers, civil society organisations and local institutions to address specific needs.

However, promising projects can face barriers when their leaders lack access to specialised training, professional mentorship, funding or networks beyond their immediate communities.

The LPYDC offers a potential route for eligible young innovators to strengthen their work and connect it with an international community.

Strengthening local initiatives through international learning

International programmes can expose project leaders to experiences and methods they may not encounter in their immediate environment.

Learning from peers working in other countries can help participants compare approaches, identify useful ideas and reflect on how different social contexts influence implementation.

For African youth innovators, such exchanges may provide opportunities to refine local solutions while retaining an understanding of the communities they serve.

Supporting community-centred development

The challenge’s emphasis on real-world impact is relevant to initiatives that are developed with, rather than merely for, the people expected to benefit.

Projects are often more responsive when community members contribute their perspectives, help identify priorities and participate in evaluating results.

Applicants can strengthen their proposals by explaining how their initiatives listen to local needs and adapt to the circumstances of their intended beneficiaries.

12. Previous Edition: Evidence of International Participation

The Learning Planet Institute’s programme page provides figures illustrating the international reach of the 2025–2026 edition.

The reported figures include:

• 3,200 sign-ups.
• 702 final projects.
• 60 finalists.
• 109 countries represented.

These figures demonstrate that the challenge attracted interest from a broad international community of young people and received submissions from many countries.

The 60 shortlisted projects formed the cohort for training and mentorship, while 12 ambassadors were selected for further recognition and grant support.

The previous edition also featured projects addressing a variety of social and environmental issues, demonstrating the range of initiatives that can emerge from a global youth innovation platform.

Examples of the ambassadors featured on the official programme page include initiatives related to youth engagement, inclusion, environmental governance, waste management, wellbeing and educational or community development.

The programme’s international reach is significant because it creates opportunities for participants to learn from people who may be responding to similar problems in different contexts.

However, the previous edition’s figures should not be interpreted as a guarantee of selection in 2026–2027. Applicants should prepare carefully and ensure that their projects are clearly presented.

13. What Happens After Submission?

Submitting a proposal is the first stage of the process. Applicants should then follow the official programme communications for information about selection and subsequent activities.

International jury review

The programme plans to select 60 projects through an international jury in February 2027.

Applicants should be prepared to receive communications about the outcome and follow any additional instructions provided by the organisers.

Participation in training and mentorship

Selected projects are scheduled to participate in online training and mentorship from March to June 2027.

This phase is designed to support project development and strengthen the capacity of participants to advance their initiatives.

Ambassador selection

In July 2027, 12 ambassadors are expected to be selected and celebrated.

These recipients will receive the $1,000 grants and the additional ambassador-related recognition and networking opportunities identified by the programme.

Applicants should remember that selection for the 60-project cohort and selection as one of the 12 ambassadors are distinct stages, with different benefits attached to each.

14. Frequently Asked Questions About the Learning Planet Youth Design Challenge

What is the Learning Planet Youth Design Challenge?

The Learning Planet Youth Design Challenge is an international initiative organised by the Learning Planet Institute to support young people developing projects that address real-world social and environmental challenges.

Who is eligible to apply?

The programme is designed for young people aged 15–26 who are developing youth-led projects aligned with peace and democracy, mental health and wellbeing, or environment and climate. Applicants should check the official application form for the full requirements.

Is the challenge open to applicants from Ghana?

The programme is presented as an international challenge. Interested applicants in Ghana should review the official application platform to confirm the current edition’s country eligibility and any additional requirements.

What is the application deadline?

The deadline is January 7, 2027, at 23:59 Central European Time (CET).

For applicants in Ghana, this is January 8, 2027, at 04:59 GMT.

How many projects will be shortlisted?

The programme plans to shortlist 60 projects for online training and mentorship.

Is funding available?

Yes. Twelve selected ambassadors will each receive a $1,000 grant to advance their projects. The grant is not automatically awarded to every applicant or every shortlisted project.

What other benefits are available?

The programme identifies online training, targeted mentorship, masterclasses, practical tools, certification through UNU FLY and international visibility among its benefits. The 12 ambassadors will also be invited to international events and receive tailored networking opportunities.

Must a project already be fully implemented?

The official page describes the challenge as supporting young people who are developing projects with real-world impact. Applicants should review the current application form for precise requirements concerning project stage and the evidence they must provide.

Can an applicant submit a project about climate change?

Environmental and climate projects are among the programme’s core themes. An applicant should explain the problem, the proposed solution, the intended beneficiaries and the project’s potential impact.

Can a project focus on mental health?

Yes. Mental health and wellbeing are explicitly identified as a core theme.

Can a project focus on human rights or civic education?

Such a project may be relevant if it clearly aligns with peace and democracy or another official theme. Applicants should explain the connection and verify the eligibility of their specific initiative through the official application instructions.

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Conclusion

The Learning Planet Youth Design Challenge 2026–2027 offers young changemakers an opportunity to strengthen projects that address some of the most important challenges facing communities today. By combining online training, targeted mentorship, masterclasses, international visibility and networking, the programme aims to help youth-led initiatives become more effective and better positioned to create lasting impact.

The opportunity is particularly relevant to young people aged 15–26 who are developing projects in peace and democracy, mental health and wellbeing, or environment and climate. Sixty shortlisted projects will benefit from training and mentorship, while 12 selected ambassadors will each receive a $1,000 grant to advance their work.

For young innovators in Ghana, across Africa and elsewhere in the world, the challenge may provide a valuable platform to share locally developed solutions, learn from international peers and build connections with people working towards a more inclusive, peaceful and sustainable future.

Interested applicants should begin preparing their proposals early, clearly explain the problem their projects address, demonstrate their intended impact and follow the official application instructions.

Application deadline: January 7, 2027, at 23:59 CET.

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