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<< Background >>We decided to apply for this project because we noticed that many teachers are interested in changing their teaching methods, but lack the support and tools to do so. In formal education, the focus is often placed primarily on knowledge, while the development of skills and attitudes remains neglected. At the same time, principles of non-formal education, which could significantly contribute to the development of pupils' competences, are rarely used. We also identified the need to help teachers individualize their teaching, work with different learning styles, and implement more interactive and meaningful approaches. Our aim was to create a safe space for teachers to practically try out new methods, connect their teaching practice with a competence framework, and support the implementation of changes in classrooms that have a real impact on students' learning.<< Objectives >>The project was another step toward bridging formal and non-formal education. By directly developing teachers’ competences in the area of competence-based learning and non-formal education, we brought these principles into classroom practice. Our aim was for teachers to focus less on teaching subjects as isolated content and more on developing 21st-century competences. We wanted them to be more creative and to use the potential of peer learning among students in the classroom.<< Implementation >>We conducted a long-term four-phase training programme for teachers, in which they experienced first-hand the key elements and principles of non-formal education and worked on their own competences and how to apply them in the school environment. Between the phases, participants gradually implemented the knowledge, experience, and attitudes they had gained into their teaching practice, with the support of an experienced team, through a personal mini-project.<< Results >>By successfully applying non-formal education principles and a competence-based approach to their learning process, participants made their lessons more engaging, interactive, and enjoyable for students. As a result, students became more involved and collaborated more during lessons. We specifically focused on developing the “learning to learn” competence, which we then evaluated through an impact analysis.