NEET (Not in Education, Employment, or Training) youth rates in Europe are generally higher in rural regions than in urban areas and the share in rural regions is constantly increasing. During the COVID-19 pandemic, young people became even more vulnerable as they experienced social exclusion and mental health problems. The objective of this paper is to analyse NEET youth-related statistics in Europe and distinguish positive initiatives for young people in rural areas of the Baltic countries to encourage positive emotions and willingness to learn. Statistical analysis and case study methods were employed. Data on youth unemployment, NEET youth by age and gender, and poverty and social exclusion of young people, is analysed. Social policy initiatives in Lithuania, Latvia, and Estonia, mainly from rural municipalities, are presented and discussed. This research determines the key issues related to NEET youth and proposes initiatives to overcome existing problems among young people. Such social initiatives aim to promote positive social emotions of youth, promote their inclusion in society, and foster regional sustainability.

This chapter focuses on factors that facilitate community-based projects for providing effective and sustainable responses to the challenges faced by young people Not in Employment, Education, or Training (NEETs) in rural areas and more specifically to promote their quality of life and social inclusion. In line with Bronfenbrenner’s bioecological model (1977, 1979) and considering community-based projects as part of the exosystem, we aim to identify the barriers and constraints faced by projects targeting young NEETs in rural areas. As part of the collaborative research developed by the members of the “WG1—Rural NEETs Social Networks and Social Inclusion” of the Rural NEET Youth Network, we identified five promising community-based projects in Portugal, Italy, Sweden, North Macedonia, and Lithuania and conducted semi-structured interviews with the project coordinators. Our analysis showed that the identified projects take into account the different levels of the bioecological model and the need to involve how young people and local communities. Both these factors are crucial for their success and sustainability over time.

Associated with Smart Education, Child welfare and Positive socialization. This concept is also widely used in Lithuania for the preparation of national and international strategies, concepts, normative documents and projects between both public and non-governmental organizations. The phenomenon of social clustering development not been analyzed sufficiently and its development has been hampered both in Lithuania and in other countries. By analyzing a Smart Education Scenario, both the scientists and Stakeholders experiment to acquire answers about empowering public, private, research institutions and NGOs for daily networking, social clustering, developing social capital and public welfare. The object of this research is social clustering and Smart Education Interfaces. The Tasks: • Define the features of Smart Education and Clustering. • Analyze the Main Indicators of Smart Education, based on expert interviews, focus group discussions. • To Examine and Define the Principles of Social Clustering. • Create a Social Clustering algorithm and adapting four habits scenarios.

Digital participation is now a fundamental human right. Both UNESCO and the European Union emphasize the importance of diversity, inclusion, equity, and accessibility (DEIA) as essential for active citizenship in a digital and sustainable society. The United Nations’ Sustainable Development Goal 4 and the 2030 Agenda advocate for inclusive, high-quality education that leaves no one behind, prioritizing DEIA and lifelong learning. The research article presents the results of ERASMUS+ project Digital Inclusion for All Learners (DI4ALL) (2022–2024), which aimed to ensure digital inclusion in education by providing equal opportunities for all students. Target groups included students, school staff, educational institutions, and national agencies. A specialized training course, intended to promote digital inclusion at all education stages and increase awareness about modern technologies, was delivered in cooperation with Vytautas Magnus University in Lithuania. The feedback from the training course participants showed significant competency gains among 278 educators, particularly in digital systems, Open Educational Resources (OER), AI, and innovative assessment methods. Nearly two-thirds of participants effectively applied their knowledge, advancing high-quality, flexible online education. Based on the DI4ALL initiative outputs and analysis of teachers’ questionnaires, recommendations for teachers, education specialists and policy makers are provided.