The wide-ranging implications of environmental degradation and societal changes, make it imperative to achieve a holistic sustainable transition for all the European countries. Another transformative promise of the 2030 Agenda for Sustainable Development, is the unequivocal commitment “Leave no one behind (LNOB)”, that entails to reduce inequalities and discrimination. Albeit 2030 Agenda for Sustainable Development recognizes young people as its ‘torchbearers,’ we still know little about youth education for democracy, especially in terms of social justice and inclusion. Civic education can play an effective role, helping to improve innovative solutions and drive positive initiatives being mindful of ethics and equity. Through the lens of Work Integrated Learning-WIL- as pedagogical form of civic education and critical learning, this study will investigate youth pedagogy of engagement and their active citizenship.This case study is primarily based on the research conducted inside the Sustainable Development of Vänersborg municipality. The aim is to investigate the relationship between education and democracy as well as the use of WIL-Work Integrated Learning as pedagogical approach: whether combining theory and practice of civic education, it could produce more effectiveness and benefits for youth civic engagement. Thanks to “Youth Active Participation Platform” (YAPP), an Erasmus+ project for social entrepreneurship, it has been possible to deepen how civic knowledge can help to turn into actions local educational activities and encourage youth participation in democracy.