Youth work is at the heart of Terrae Vivae. Through participatory processes rooted in rural and ecological communities, the program creates real opportunities for youth to identify their own needs, shape their aspirations, and take an active role in the places youth lives.

This work spans generations and settings, from hands-on educational programmes that bring students into direct contact with soil, biodiversity and the link between nature and food, to networks of young activists and creatives building the foundations for lasting community resilience. The aim is to make rural areas more liveable and to ensure that new generations have both a future close to home and the practical means to care for their land, their communities and themselves.

At the local level, the programme supports ongoing participation through peer mentoring, involvement in farmers’ markets, public events, and collaboration with new student cohorts. Alumni continue to engage with their communities while strengthening their connection to local agroecological initiatives.

Alumni are invited to support workshops, contribute to biodiversity mapping, assist in agroecological field visits, and participate in dialogues with farmers, educators, and local institutions. Through shared activities, knowledge circulates horizontally and practical learning continues over time.

The programme connects local experiences with wider agroecological and food sovereignty movements. Through exchanges within the Navdanya International network, alumni gain insight into how local ecological action relates to global challenges and opportunities.

The Terrae Vivae Youth Alumni Programme accompanies young participants beyond their initial educational experience, transforming short-term learning pathways into long-term engagement. Building on the agroecology and ecoliteracy programmes implemented in the Lake Bracciano area, the programme invites former students to remain active within the Terrae Vivae network. Its aim is to strengthen young people’s sense of agency and belonging, encouraging them to see themselves not only as learners but as contributors to community regeneration and ecological transition.