“For me, the most important insight was realising that environmental problems are not ‘neutral’, but that they affect certain groups of people much more strongly.”

This reflection, shared by Vasilije Keranović from the Panel of Young Advisors to the Protector of Citizens, after working with students on a Council of Europe survey, captures one of the key messages emerging from the new Special Report on Youth and Environmental Rights. Presented in Belgrade, the report sheds light on how young people in Serbia increasingly understand environmental degradation as an issue closely linked to inequality, discrimination and access to rights.

“I understood that pollution, poor living conditions and climate change are most strongly felt by those who already have fewer opportunities to protect themselves or to influence decisions,” Vasilije adds. He also highlights another important takeaway from the process. “Another important fact is that many adults, especially educated people, are willing to take action on these issues.”

The survey was conducted among 1,044 primary and secondary school students across Serbia. Its findings show that more than half of respondents believe environmental degradation affects vulnerable groups the most, pushing them further to the margins of society. Students most often identified children, people living in poverty, national minorities, older people and persons with disabilities as those most exposed to environmental problems. At the same time, nearly one in three respondents were unable to identify which groups are most at risk, pointing to gaps in access to information and awareness.

These findings closely reflect the discussions Vasilije had with students while implementing the survey. Their reactions were mixed. Many welcomed the fact that the questionnaire was adapted to their language and completed via mobile phones, while others initially approached it as an informal classroom activity rather than a meaningful opportunity to express their views.

“The reactions were different,” Vasilije explains. “Students were happy that they could complete the survey on their phones and that the questions were simple and adapted to their way of speaking, but they also saw it as something informal, just an activity that takes time away from the lesson.”

At the outset, this attitude was often linked to a lack of confidence that their opinions could lead to change. “Yes, at the beginning students were uninterested and believed that their opinions would not change anything,” he says. “I explained to them that we are not only the future of the Republic of Serbia, but also its present, and that changes start with small things, such as filling in surveys like this or recycling plastic juice bottles.”

Once students began engaging more deeply with the topic, many quickly recognised the connection between environmental harm and social inequality. For Vasilije, this understanding is essential for fostering responsibility and solidarity among young people. “It is important for young people to understand these inequalities because it develops a sense of solidarity and responsibility towards others,” he says. “If we understand that environmental problems are not the same for everyone, it becomes much easier to advocate for fair solutions that bring benefits, especially to vulnerable groups.”

In his view, the survey results also reflect a broader shift among younger generations. “I think this shows how much today’s generations have progressed and that we are ready to actually do something concrete for the benefit of our country,” Vasilije adds.

Looking ahead, he believes decision-makers need to better recognise the role young people can play. “I would like decision-makers to understand that young people are not passive observers, but that they have clear views and a willingness to get involved,” he says. He underlines that the fight against discrimination and social inequalities must go hand in hand with environmental protection. “The fight against discrimination and social inequalities plays a key role in our society, especially among young people. Serbia must keep pace with the world and ensure that any form of belittling vulnerable groups is strictly sanctioned.”

Environmental protection, he concludes, is a fundamental step in the country’s development. “The fight to preserve the environment is also a key step in the development and improvement of the Republic of Serbia. If decisions are made without involving young people and without understanding how they affect the most vulnerable, those solutions will not be long-term or fair.”

The initiative is implemented within the European Union and Council of Europe joint programme Horizontal Facility for the Western Balkans and Türkiye, in partnership with the Protector of Citizens, the Panel of Young Advisors and civil society organisations, ensuring that young people’s insights directly contribute to recommendations and future decision-making.

In a lower secondary school in Kuşadası, a quiet classroom filled with coloured papers and soft conversation marked a meaningful moment for a mother and her young daughter. They were taking part in an activity under the ‘Pilot Project on Digital Citizenship Education in Türkiye’, which supports schools and families in helping children understand the digital world not only as a place of information and entertainment, but also as a space that requires empathy, responsibility, and awareness.

For the mother, the workshop became more than a school event, it became a moment of connection. “Our children are growing up in the digital world but we didn’t,” she said. “We try to guide them, but we don’t always know how. This workshop gave me confidence. It helped us understand each other better.”

The project encourages learning through shared activities rather than lectures. Parents and children sit side by side, discussing online habits, emotions, and digital experiences.

During one of these activities, the children were invited to share something they had created. Her daughter stood up to read a poem she had written herself. “I always thought she was shy,” the mother reflected. “But her voice was steady and strong. I saw something I hadn’t noticed before. This workshop didn’t only teach her, it taught me something about her.”

Her daughter described the day with a bright smile: “The activity was fun. We played, we learned, and I understood what digital citizenship means. I’m glad it was organised.”

By involving families directly, the project strengthens communication at home and reinforces that digital guidance is not about restriction, but partnership. It helps parents feel supported, children feel understood, and schools become shared spaces of learning rather than separate worlds.

As part of the pilot phase, activities took place in 14 schools across 7 provinces, reaching school communities of around 8,718 students and 592 teachers. Through the workshops, approximately 793 students, 400 parents, and 35 teachers were directly engaged. Each visit created meaningful moments of shared reflection and understanding among children, parents, and teachers.

In Kuşadası, this shared moment between a mother and her daughter captured exactly that: learning together, understanding together, growing together.

The action “Digital Citizenship Education in Türkiye” is part of the European Union and Council of Europe joint programme “Horizontal Facility for the Western Balkans and Türkiye”.