The term "EDUCATION TO SUSTAINABILITY" was proposed by the English Stephen Sterling and "Indicates an education that, in addition to ensuring the full development of people, is equipped to deal with people's development in a critical and creative way the difficulties and the challenges of life and supports changes that lead to a better society and a more peaceful world". Sustainable development, lifelong learning and education for global citizenship means: - Education for sustainable development can be considered a process of continuous learning, in which humanity finds new ways of living with the planet through a real environmental, social and environmental challenge economic. -The basis for the development of a company is found in lifelong learning sustainable, which entrusts the task of to innovate the practices and the alliances between the different cultures of the people of which it is composed the human family to combine the challenge of the Global Agenda for Sustainable Development 2030. -With this in mind, the need to develop a sense of belonging a wider community and a common humanity that includes political, economic, social and cultural interdependence and interconnection between local, national and global through global citizenship education. - UNESCO has called for a joint work on the new definition of Global Citizenship Education, which, following the UN summit of the September 2015, became the intercultural and world reference point. Education for global citizenship means the set of information activities, sensitization, training and education that they face different themes such as peace, democracy, the protection of human rights, the environment, diversity, justice economic and social life and which are aimed at strengthening in children, and in boys and girls and adults global dimension of their citizenship. -The task of "Educating for global citizenship in the school "around the world will be guided in the next 15 years from the Global Agenda for Sustainable Development 2030. In accord to the Agenda 2030 for Sustainable Development that is an action program with 17 Goals for people, the planet and the prosperity, the project wants achieve the objective number 4. Provide quality, fair education and inclusive, and learning opportunities for everyone . A quality education is the basis to improve people's lives and reach sustainable development. It pursues the strengthening of universal peace in one greater freedom for humanity and the planet: People, Planet, Prosperity, Peace and Partnership. This structured action allows participants to improve their skills in a practical and concrete way together with other participants and trainers throughout all Europe thus gaining as well a broader understanding of education in Europe and exchanging best practices and experiences. The general aim of this action is to foster excellence in education by empowering teachers, trainers, headmasters and other education staff to "develope the sustainable development". The course has a flexible approach in order to adapt the learning outcomes to the particular needs and profile of the participants. Thanks to this course the participants will: -Develope attitudes, behaviors, values, knowledge and essential skills to live in a interdependent world; - Observe the local environment for grasp its characteristics and elements of vulnerability; - Motivate pupils to hire behaviors of respectful citizens of own Environment; -Promote the protection of the environment and increase the knowledge of the separate collection and del recycling / recovery of packaging in plastic; -Favore the growth of a mentality ecological; -Take conscience that in the environmental protection is the future man; - Educate to complexity; - Enhance the concept of health as a precious commodity; - Know the criteria of effectiveness for the promotion of healthy lifestyles; - Understand the incidence of one healthy nutrition on well-being physical and mental; - Prevent disturbances power; - Become aware of the growth of the own body in the transition from children to teenagers; -Sensitize, engage and empowering families around centrality of prevention and of the healthy school-age choices; - Promote the acquisition of identity personal, civil and social; - Recognize the value of the rules that regulate civil cohabitation; - Acquire responsible behaviors ; - Be aware of your own where were you; -Acquisire, internalize and get used; -Held conferences and debate on culture to legality;
Today "EDUCATION TO SUSTAINABILITY" plays an important role in education to ensure the full development of people and trigger changes that can lead to a more progressive and healthy society. Our Project "Eco-us support" represented an extensive action of" educating to global citizenship" which involved large sections of our school communities with the result of a radical change in the learning environments. The project started from the need to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (goal 4, Agenda 2030) and it aimed at fostering excellence in education by empowering teachers, trainers, headmasters and other education staff to pursue a "sustainable development". During the three years' project the participants developed attitudes, behaviours, values, knowledge and essential skills aimed at taking conscience that, in an interdipendent world, environmental protection can ensure the future man. Thanks to the project, our students also increased their English language, as it was successfully measured in their performance at school. Last but not the least, the project was also a great chance to strengthen our school communities' belief in a united European Union by making the European cultural values visible and tangible. Six European countries were involved in the project: Italy, Estonia, Turkey, Slovenia, Greece and Bulgaria. Each partner made a great contribution to the project and took advantages from it as well. The key word for the project was " ECO-TEAM" and as a real compact group the six partners worked in great armony and collaboration, facing even the huge difficulties created by the sanitary emergency, succeeding in completing the project successfully despite it. After the spreading of the pandemic, the partners’ commitment and enthusiasm never failed and they implemented the number of the cooperative tasks on the eTwinning platform to give students plenty of opportunities to work together "at a distance". It was a hard challenge for each of us but in the end it turned into a considerable opportunity to involve greater numbers of students in the activities. Moreover, the participants implemented their digital skills which were used transversally to trigger the learning in different subjects and a full interaction “on distance”, internalising the idea of the Net as a digital common good. During the pandemic, the partners met regularly online to analyse the situation of the sanitary emergency in each partner country. Luckily, after a long year waiting for the slanckening on the restrictions placed to face the sanitary emergency worldwide, in November 2021 the partners succeeded in resuming the physical transnational meetings in compliance with the rules and restrictions imposed in all partner countries. Other professionals such as psychologists, psychotherapists, nutritionists, virologists and doctors were involved in the project organising online seminars and meetings in each partner schools. During the life of the project, we found the use of the eTwinning platform key for the implementation of the project itself because it allowed us to manage collaborative tasks with students, using a common platform, above all during the pandemic. The Twinspace was also used to share the activities held inside the school partners, to exchange good practices and to make visible the results of the project as well. The project was a great success both in terms of outputs and outcomes. The students learnt to work both independently and as an “Eco-team” acting together for a more sustainable world; they developed and strengthened social skills appropriate to real and virtual interactions; thanks to the great number of activities held on the topics of water, the respect of biodiversity, the three Rs, reduce, reuse, recycle, healthy diet and healthy lifestyle, they expanded their “citizenship competence” (key competences for lifelong learning n.6) successfully; lastly, but not less important, they opened up to new cultures and made new friends. Some websites and lesson plans, a memory padlet, a project anthem and a trip ebook have been edited by the partnership to disseminate the project results together with photos and videos. The project has a high potential for long-term benefits, as the beneficiaries involved will disseminate and pass on the experience inside and outside the schools. After three years’ project, the six partners' school are aware to be part of a broader international school community and they are conscious of the impact of the Erasmus programme in rising the quality of education in local schools, especially the least developed ones. For this reason, they are motivated to take part in other Erasmus experiences to give their students the opportunity to enrich their lives and open their minds.