The “Outdoor as a tool: Training course on outdoor education and experiential learning methods for inclusion” has brought 24 youth workers in total together from the 7 partner organizations to train them in the use of Outdoor Education and Experiential learning methods in working with social disadvantaged youth groups. The participants went through an experiential learning circle in order to get a practical knowledge for themselves so that they can use it in their daily work with young people. In this way, they have worked on empowering their future work with outdoor methodologies and experiential learning styles, but also worked together, got to know each other’s culture better and so promoted a better understanding between each other, practicing citizenship at the same time. We went for a 3,5 days hiking tour in the south of the country (Ardens) were we were confronted with a lot of challenges : group- as well as personal challenges. Background: The practice of outdoor education has been an active part of non-formal education for years, and due to it’s interactive character it has experienced many stages of development: both in theoretical, conceptual, pedagogical, practical and case-to-case ways. The term ‘outdoor education’ has been defined and used in many ways. Some time ago outdoor education was used as a synonymous with environmental education and outdoor recreation. The term, however, has transformed itself from environmental education to broader meanings and now it is frequently applied to programs or activities that can be, and usually are, conducted in the out-of-doors, and implying an interaction between the participant and the outdoor environment. The general essential characteristics of outdoor education nevertheless have stayed the same. It occurs in the out-of doors, it has its participants directly involved in the activity, it involves the interpretation of original objects, it defines relationships rather than reciting individual, apparently isolated facts, it involves as many senses as possible and it invites participation because activity is perceived as being interesting, challenging and/ or even fun. So, outdoor education activities now seek to develop values relating to group work (in-group versus out-group), leadership and self-esteem. This training course is designed aiming at quality and applicability of experiential learning methods of outdoor education, with a perspective on improving and including those groups of youth that are faced with social exclusion for numerous reasons (cultural background, sexual orientation, socio-economical position, etc.). Objectives of the training: • Giving the target group (youth workers working with social disadvantaged groups) tools to deal with quality experiential learning in outdoor education. • Exchanging and sharing experiences, concepts and methods of outdoor education and experiential learning. • Exploring ways to incorporate diversity management into the work and trainings the participants to do so. • Developing cross-cultural awareness by providing structured space for sharing, experiencing and addressing intercultural learning. • Increasing knowledge of the theoretical and pedagogical background of outdoor education and experiential learning methods. • Developing teamwork, leadership and cooperation skills of the participants. • Raising ability to transfer outdoor education and experiential learning concepts into day-to-day youth work practice. • Setting basis for positive future cooperation within the Youth in Action program Profile of participants: The target group of this training course was composed of youth workers and trainers who are directly working with young people from excluded groups and/or are from these groups themselves. Further no experience in outdoor was required, but an interest in the theme is essential. Moreover they had a strong interest in outdoor education, experiential methodologies and be willing to use it in their future youth work.