A/HRC/42/23 (vii) Empathy and solidarity with those suffering human rights violations, injustice and discrimination, especially groups in situations of exclusion or vulnerability; (viii) Commitment to protect human rights and to not being a bystander; (ix) A belief that each person working collaboratively with others can make a difference in promoting human rights locally and globally; motivation in carrying out collaborative efforts for human rights (e.g., as leaders, mediators or activists). 28. Appropriate methodologies for human rights education for youth should be designed by youth and include: (a) Learner-centred, gender-sensitive, contextualized methodologies and approaches that empower youth and solicit their active participation; activities that challenge their own biases, perspectives and privileges and encourage critical thinking and the exploration of alternative perspectives, paying attention to different needs and abilities and adapted across formal and non-formal settings; inclusive approaches so that different young voices, perspectives, cultures and experiences are heard and represented; (b) Experiential learning methodologies that enable young people to apply human rights concepts to their lives and experiences, including through community service and entrepreneurial activities, engaging in human rights advocacy on the local or global level, community organizing, meeting with government representatives and raising awareness among youth and community members about human rights; (c) Peer-to-peer learning – in safe spaces, possibly unsupervised by adults and where young people usually gather, which allow for emotional connections, dialogue and understanding among youth; soliciting input from youth participants and centring youth voices; featuring youth social movements, youth advocates and other leaders; supporting efforts of youth-led organizations, as they are especially placed to engage their peers in situations of exclusion or vulnerability and build upon young people’s diversity of experiences. The peer-to-peer approach can be accompanied by intergenerational dialogue and human rights campaigns to strengthen solidarity between generations; (d) Varied and engaging educational methods and settings such as sport, film, arts, culture, games, storytelling, drama and role playing which can engage collaboratively learners of all backgrounds and are useful in developing knowledge and leadership skills, supporting intercultural competencies and providing safe spaces to engage women and girls and promote female leadership. These can challenge societal gender norms, foster youth-led programming regardless of identity, promote understanding across different identities to build peaceful, inclusive and equitable societies and foster team-building, empathy and respect. 29. Actions with regard to teaching and learning materials, support and other resources include: (a) Ensuring that materials build on human rights principles embedded in relevant cultural contexts, as well as local historical and social developments, and are specific and relevant to youth; (b) Establishing or strengthening existing training and resource centres to promote the establishment or enhancement of sustainable human rights training programmes for youth and ensure their quality, to provide facilities for human rights education studies and research and to collect, share, translate and adapt human rights education materials, including those issued by the United Nations; (c) Facilitating access to new information technologies for networking, exchange of relevant information and discussion (e.g., national and multi-country networks could engage in policy dialogue and exchange information on programmes and experiences, including good practices and lessons learned, as well as on training opportunities, methodologies, evaluation tools and other resources); using existing or new education portals and onsite/online communities of practice which integrate an online and offline network that is accessible to youth, connect the human rights education community and house resources and materials to implement human rights education at the national level; 12