MAYA Project Pilot Trainings Completed in Konya: MontessoriBrought to the Field
The pilot trainings of the MAYA Project (Mainstreaming Actions to Reinforce the Professional Dimension and Emotional Side of Young Adult NEET Women in Europe), implemented under the Erasmus+ Programme and funded by the European Commission through the Turkish National Agency, have been successfully completed. Coordinated by Selçuk University, the trainings were conducted at the Selçuklu Youth Council, the Atmosfer Bosna Youth Centre and the Meram Public Education Centre in Konya. In parallel with the trainings, the one-to-one mentoring process has also been launched.
Under the first target group (TG1), group trainings were delivered to 30 young NEET women aged 18–35. Under the second target group (TG2), the MAYA outputs were reviewed and validated by 31 professionals working in the field, including youth workers, trainers and specialists supporting NEET women.
Adapting the Montessori Approach to Adult Education and the Field
What distinguishes MAYA is that the principles developed by Maria Montessori for the education of children have been reinterpreted and adapted for disadvantaged young adult women. Principles such as observation, a prepared learning environment, tactile and hands-on materials, autonomy and self-directed learning have been translated into a flexible roadmap that places each woman’s own pace, background and goals at the centre, rather than imposing a rigid curriculum. Within this approach, trainers are positioned not as transmitters of knowledge but as facilitators who guide the process and co-design it together with the participants.
Seven Modules and Field Activities
The trainings were delivered in accordance with the seven-module, Montessori-based MAYA Training Curriculum. Each module consists of a session plan, learning objectives, activities, reflection questions and assessment tools.
• Module 1 – Individualisation, Co-Design and Observational Learning: In the “Learning Journey Mapping” activity, participants visualised their own milestones, while in the “Co-Designing a Workshop” activity, small groups designed and developed their own sessions together.
• Module 2 – Participatory Approach and Learning Communities: Peer support and shared decision-making were fostered through the “Participation Ladder” and “Learning Community Map” activities.
• Module 3 – Mental Stimulation of Young Adult Learners: Active participation was encouraged through open-ended questions, real-life scenarios and collaborative problem-solving tasks.
• Module 4 – Development of the Senses, Tactile Approach and Technology Integration: Abstract topics were made tangible; for example, budgeting exercises were carried out using coloured cards and coins.
• Module 5 – Emotional Intelligence and Social-Emotional Learning: Activities were implemented to develop empathy, self-regulation and trust within the group.
• Module 6 – Progress Monitoring: Learners’ development was monitored through observation, journaling and reflective practices.
• Module 7 – Personal Education Plan (PEP): Each participant developed a personal roadmap outlining short- and long-term goals, strengths and concrete action steps.
Five Interactive Tools and Mentoring
Alongside the modules, the five interactive tools developed under WP3 were tested directly with the participants. These tools consist of the Personal Goal Map, the Real-World Simulation, the Peer Mentoring Circles, the Scenario Co-Creation Tool and the Skills Exchange Fair.
The one-to-one mentoring process, in which participants are paired with mentors, has also been launched, supporting the transfer of the knowledge and competences gained during the trainings into each participant’s personal development goals. Throughout all stages of implementation, signed informed-consent forms, pre- and post-tests, and module evaluation questionnaires were administered.
It was observed that participation remained high throughout the trainings and that the activity-driven, learner-centred approach strengthened group interaction and peer learning. Feedback received from professionals was likewise highly positive, with particular appreciation expressed for the practical, ready-to-use nature of the tools and the inclusive design of the curriculum.
The findings from the pilot phase feed directly into the project’s National Report and the MAYA Open Educational Resources, which remain freely accessible at mayaproject.eu.
