The Relevance of the Award in 2026

by Mihaela Mariș

More than 15 years ago, I was a participant in The Duke of Edinburgh’s International Award. Today, I am the programme’s National Director.

I didn’t know then that such a seemingly small step would lead me through every possible role: participant, achiever, leader, trainer, project manager, founding member, and national coordinator. It is becoming increasingly clear to me that what we develop through this type of experience are essential life “meta-skills”—the exact abilities that make the difference in a world in constant flux. And the world has never stood still.

Today, the context in which young people grow up is different for several reasons. Current generations lived through the pandemic exactly when they should have been developing their social skills. Isolation, limited interaction, and an increased dependence on the digital environment have left visible marks: difficulties in teamwork, emotional management, and taking responsibility. At the same time, the labour market increasingly demands adaptability, initiative, autonomy, and critical thinking—competencies we rarely see being formed in the classroom.

Educational research shows that exposing young people to new, challenging situations where they must collaborate and make decisions accelerates the development of executive functions, self-confidence, and adaptability. In psychology, this type of learning is associated with the development of “self-efficacy”—the belief that you can cope with new situations.

In the Award programme, these contexts are created intentionally: a mountain trek, a volunteering project, or a new skill learnt from scratch. These are structured experiences that “force” young people to grow.

One young participant from Bucharest said after completing her Adventurous Journeys: “For me, the hardest part was having to be patient with others and working together. On the Journey, I learnt what a team really means and how I can take on different roles.”

This dimension is confirmed by studies in non-formal education: group activities in outdoor contexts increase empathy, cooperation, and conflict-resolution skills. furthermore, research on physical activity shows that regular movement contributes not only to physical health but also to reducing anxiety and improving cognitive function. Outdoor activities, in particular, have a proven impact on wellbeing and mental clarity.

Another participant experienced an outdoor activity with less technology: “It was the first time I went without a phone for a few days. I had it with me, but I didn’t need it. It was strange at first, but then I realised how present I was and that I was actually enjoying what I was doing.”

This “disconnection” is, paradoxally, one of the most valuable experiences for young people today. In a world dominated by rapid stimuli and short-form content, the ability to stay focused, to see a task through to the end, and to reflect is becoming a rare skill.

Volunteering, another essential component, brings a different dimension: purpose. Studies show that involvement in volunteering increases satisfaction levels and a sense of belonging, while reducing the risk of risky behaviours among youth. But beyond the data, the impact is seen in the stories.

The adults involved are often amazed by the mentoring process, stating that “…after a few months, I realised I had learnt more from them.” This reversal of perspective—from “receiving” to “contributing”—is one of the most powerful transformations we observe over the years in both the young people and the adults involved as Award Leaders. Young people discover their place in the world, and adults view the younger generation differently while contributing to their educational journey.

After years of working in the programme across various roles, I reiterate that young people need spaces and contexts in which to become who they are. They need to be challenged, supported, and placed in real-world situations to discover their limits and potential. In a world where change is the only constant, the advantage no longer goes to those who know the most, but to those who can adapt the fastest. And adaptation is learnt through experience.

That is why programmes like The Duke of Edinburgh’s International Award are no longer just “extras” in education. They are becoming increasingly essential and complementary. Beyond the diplomas, results, recognition, and ceremonies, what truly remains are the skills that help young people navigate life: self-confidence, discipline, the ability to work with others, and clarity regarding their own path.

A Letter to a Young Person

I don’t know exactly what stage of life you are in right now.

Perhaps you feel confident. Perhaps you are confused. Perhaps you have the impression that everyone else knows what they’re doing better than you do. Or maybe you’re just trying to get through your school days without too much hassle. Or perhaps you’ve finished school and, while your peers are heading to university, you still haven’t decided what is right for you.

I just want to tell you that it’s okay not to have all the answers right now. We adults don’t have them either. It’s okay not to know exactly what you’ll be doing in five years’ time.

But it is so important not to stand still!

Try things, even if you’re not sure they’re for you. Step into contexts where you don’t feel completely comfortable, but which are safe. Speak up, even if you’re nervous. Get involved, even if you’re not convinced you’ll like it.

Because that is how you begin to realise your abilities, discover inner resources, and gain experiences that you can call upon later. You will have a foundation already in place. There will be moments when you succeed, and moments when you don’t. Both are equally important.

Accept situations that require effort or those where you must be patient (this comes from someone not naturally gifted with patience, who realises daily how important it is) or where you must collaborate. Some things seem hard at first, but you know what? Most skills are trained like a muscle during repetitive physical exercise.

Change, refinement, and transformation will soon follow.

I am a mother to two girls who aren’t quite teenagers yet, but will be soon. What I’ve learnt from them is very important: everyone has their own pace, and comparison is futile. So, don’t make a habit of comparing yourself to others. Compare yourself to who you were yesterday and keep moving forward.

At the end of secondary school, grades and results will matter, but it will also matter a great deal that you had the courage to try, to interact, and to work with different people. If you have discovered even a few things that define you, you have already won.

Now, go forward with the confidence that you can handle whatever comes your way. Beyond any plan or choice, that is what will truly help you.

To know that you can. And you can.