The project NAURU GAME for Active Citizenship of Youth was developed to equip educators with an interactive Internet game (New Shors – a Game For Democracy) for increasing participation of youth in tackling the greatest challenges of our century (collaboration towards increased sustainability, climate change mitigation and respect for democratic values). Unlike traditional lecture-based approaches to education, it offers a playful environment for exploring the existing interconnections in the complex global socio-economic and environmental systems. The main priority of the project was to promote empowerment and active citizenship of young people (aged 13-30) by engaging them in an immersive multiplayer Internet game that requires critical thinking, active decision making and communication. Furthermore, the project aimed at promoting open and innovative game-based education and related training for youth workers, embedded in the digital era. The project was implemented from February 2017 to January 2019 by three partners active in the field of innovative non-formal education and systems thinking approach, that is, the Centre for System Solutions (Poland), the Rogers Foundation for Person-Centred Education (Hungary) and TANDEM n.o. (Slovakia). The project assumed two main target groups: 1) direct: educators and other youth leaders willing to use an innovative Internet game in their daily didactic practice, and 1) indirect: young people aged 13-30 (pupils of primary and secondary schools, university students, scouts, etc).The project results include the New Shores – a Game for Democracy, a Methodology Guide for educators, an E-learning platform that hosts a 9-step e-learning course for educators/moderators and a series of supportive Educational Materials (game-based Workshop Scenario, a video tutorial for moderators, instructions for players and moderators, etc.). So far, the game has been tested by 60 educators from Poland, Slovakia, and Hungary. Moreover, 148 educators from the same countries have been trained during face-to-face events in how to prepare and organize game-based workshops in their classrooms. Another 335 users have registered an account on the e-learning platform and gone hrough the e-learning course. As a result, 483 educators altogether were introduced to and/or trained in using their game. The vast majority of them admitted that they believe that the game-based approach to education is effective and attractive to youth and that they feel confident and encouraged to exploit its potential in their classrooms. The project contributed thus to professionalization and up-skilling of educators, especially in reference to their ability to use digital tools in their didactic practice. In addition, the educators recognized that the game has a huge potential to support the youth in gaining or developing selected Key Competencies for Lifelong Learning, namely, social and citizenship, mathematical/science/logical and entrepreneurial ones.