The present contribution intends to introduce a doctoral research project, which explores the participation of young people in decision-making processes, a crucial issue at the heart of international and European policies (Committee on the Rights of the Child, 2009; UN General Assembly, 1989, 2015). 

Alongside the increasing investment by key European institutions in terms of promoting participation, there has been a steady decline in the levels of political engagement in most EU countries over the past decades (Eurochild et al., 2021), especially with regard to young people. Indeed, in recent years, disengagement from institutional political participation seems to be a significant trend among contemporary European democracies even among younger generations, causing them to lack representation and power in political decision-making (Norris, 2003; Farthing, 2010). At the same time, there is a new wave of youth political engagement outside the institutional sphere, which has become particularly visible through youth activism movements, protests, demonstrations, volunteering and online engagement (Sloam, 2016; Spannring et al., 2008).

The United Nations and the European Union are currently aiming to invest more in participation by involving young people in its decision-making mechanisms. This is also reflected in the most recent EU Strategy on the Rights of the Child policy (European Commission, 2021) and in the recognition of 2022 as the European Year of Youth. Furthermore, the most recent European and international youth strategies (United Nations, 2018; European Union, 2018; Council of Europe, 2020) promote spaces for youth participation. Specifically, they highlight some characteristics youth spaces should have: they should be independently usable, accessible, safe, inclusive and combine the presence of physical spaces with digital environments. It is evident that these characteristics are also found in the literature on the subject. As expressed in Laura Lundy's (2007) participation model, the participation space should be safe and inclusive so that everyone can actively participate. What Lundy adds, however, is that one has to take into account the impact the space has on young people themselves and, above all, their willingness to participate or not in the decision-making process. Indeed, policies seem to assume that all young people want to be involved, but there is a risk of falling into the trap of 'forced' and inauthentic participation.

Within this framework, this project aims to explore participation in decision-making processes within 'specific spaces', i.e., within youth organisations (Council of Europe, 2023). Youth organisations are generally understood as voluntary, non-profit, non-governmental associations promoted by young people and, in some circumstances, may instead be part of the state apparatus or run by youth workers. They tend to be founded to promote the political, social, cultural or economic goals of their members. This is done through the implementation of youth activities and/or engagement in advocacy activities. The aforementioned strategies define them as privileged spaces for the promotion of participation in public life.

The research project follows a qualitative approach to research (Denzin & Lincoln, 2011) and intends to explore the participation of young people in decision-making processes at European and international level. In particular, it will investigate the educational experiences in participation in public, formal and structured decision-making processes of young people who are members of representative youth organisations. The study followed the guidelines suggested by the ethical code of the Italian Society of Pedagogy (SIPED, 2020) and by the Declaration of Helsinki (World Medical Association, 2001). The three-year doctoral research project is in its second phase. A narrative review of the literature on youth participation in decision-making was conducted last year (Bourhis, 2017). In this second phase, it is planned to conduct field research to explore the topic through semi-structured interviews with young people from European and international youth organisations. The collected materials will be analysed according to the methodology of the grounded theory (Tarozzi, 2008), leading to an interpretation of the observed processes that can thus illuminate educational-political practice (Mortari, 2007; Bertolini, 2003).

The research will lead to an interpretation of the processes explored within youth organisations that can support pedagogical and political practice. In fact, although studies have been conducted on both policies and mechanisms of youth participation in decision-making processes in Europe (Day et al., 2015; Janta et al., 2021; Van Vooren, 2019), there is a lack of scientific literature on the topic, especially in the pedagogical field (Malone & Hartung, 2010). Participatory processes and educational experiences, although rooted in the political sphere, need to be learned and youth organisations play a crucial role in this regard, supporting the dialogical process between institutions and young people that underpins democratic life. To shed light on these mechanisms and processes is crucial in order to overcome the numerous oppositions that the literature highlights, including, for example, traditional forms of participation and innovative forms, physical and virtual participatory spaces (Willems, Heinen & Meyers, 2012; Bacalso et al., 2015; Cornwall, 2008).

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