he transition from high school to university is a crucial phase requiring self-awareness and decision-making. This paper examines a project by the TLC at the University of Trieste, inspired by Frodo Baggins from the lord of the rings. Engaging 80 high school students in narrative-driven workshops, it emphasized self-discovery, responsibility, and collaboration. Using creative techniques, it showcased the transformative potential of narrative pedagogy in supporting authentic educational choices
