In a time of uncertainty and crisis of democracy, this paper aims to present some findings of research on young people's participation in decision-making processes. It is a crucial issue at the heart of international and European policies (Committee on the Rights of the Child, 2009; UN General Assembly, 1989, 2015; Council of Europe, 2020; European Commission, 2021; European Union, 2018; United Nations, 2018), actions and funds such as the Next Generation EU. To this end, the present research dialogues with the actions of the MUSA project (Multilayered Urban Sustainability Action) funded through the Italian National Recovery and Resilience Plan, which created an interdisciplinary and intergenerational research laboratory called B-YOUth Forum focusing on youth participation and public space.

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).

Within this framework, the research examines young people's educational experiences of participation in public, formal and structured decision-making processes. The study involved 26 young members of the Advisory Council on Youth of the Council of Europe and the European Youth Forum, which is the biggest platform of youth organisations in Europe. The research will lead to an interpretation of young people's experiences that can support pedagogical practice, which can be politically significant (Biesta, 2012). In fact, although studies have been conducted on 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, although rooted in the political sphere, need to be learnt, as well as the dialogical process between institutions and young people, which underpins democratic life, needs to be implemented. Shedding light on the life trajectories and participation experiences of young people is crucial in order to reflect on how to educate for democracy through democracy itself (Biesta, 2015), overcoming the many oppositions highlighted in the literature, 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). Through the in-depth exploration of the lived experiences of the participants in relation to participation, salient and recurring educational dimensions will be identified. These elements can be useful for reflecting on and developing pathways to participation, including political participation, at a time when it is in crisis.

Taking into account the research question, within a qualitative approach to research (Denzin & Lincoln, 2011), phenomenological philosophy constitutes the theoretical perspective within which the research design and methodology were constructed (Van Manen, 2023). For the definition of the sample, it was decided to involve young people who are members of representative youth organisations, in particular of the Advisory Council on Youth of the Council of Europe and the European Youth Forum, as they are exemplary contexts of participation. Therefore, the participants have a unique experience of the meanings and practices of participation thanks to their being part of youth bodies or organisations. Young people have been selected through purposeful and snowball sampling (Parker et al., 2019), until data saturation. Through semi-structured in-depth online interviews (James & Busher, 2012; Sità, 2012), the life trajectories of young people have been explored, deepening their lived experiences of participation in decision-making processes. The collected materials have been analysed through thematic analysis (Braun & Clarke, 2012), illuminating the complex interplay between these experiences and the broader landscape of educational and political practices (Mortari, 2007; Bertolini, 2003), with a view to the continuous improvement of educational policies dedicated to youth participation. The study follows 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 aim of this contribution is to highlight experiences of youth participation in order to provide food for thought and further work on educational policies dedicated to youth participation. Indeed, the different life and educational paths taken by young people show how they are multiple and diverse. At the same time, the analysis of the experiences revealed some common points that have been crucial for young people's involvement in political and social life. Their experiences could inform educational policies to promote meaningful participation of young people in decision-making processes. The current state of youth participation, characterised by a decline in institutional political engagement contrasted with an increase in alternative forms of activism, calls for a profound reflection on the relationship between institutions and youth. To this end, the results of the research will inform the theoretical and methodological development of B-YOUth Forum, supporting the possibilities of collaboration between an institution (a university in this case) and young people, also through the development of recommendations for policy. By recognising the link between educational experiences and political participation, the pedagogical dimensions outlined through the lived experiences of participants take on greater significance. These dimensions become fundamental to charting effective pathways to participation, especially when conventional modes of political engagement are experiencing a crisis of legitimacy. This requires a fundamental shift in pedagogical practice, challenging educators, policy makers and researchers to create environments that not only acknowledge but actively cultivate the unique perspectives and contributions of young people. As we navigate the complexities of an uncertain age, the insights from this research could serve as a compass to guide educational policies that are not only more inclusive, but also authentically participatory.

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