"""Good Food Life: Creating A Sustainable Future"" is an original and timely project in education for sustainable development, which centers on issues of food production, eating habits and green living. For a long time schools have been teaching about a healthy diet focussing on the good and bad effects of certain food ingredients on the human body. Since a few years, however, there has been a rising awareness that our food consumption is closely linked to ecological problems. The harm done is manifold: Overfishing, deforestation, soil degradation, destruction of habitats, issues of animal cruelties, controversies over food waste and plastic packaging, and - last but not least - the frightening effect of global warming. So the question for today is: Can we feed a future population of 10 billion people a healthy diet within planetary boundaries? In 2019 the EAT-Lancet Commission of Food, Planet and Health (which is made of 37 world-leading scientists from across the globe) has come up with a clear answer to this question: Yes, such a diet is possible! Followed by a caveat: But we need to change our eating habits, to re-think our food production and to avoid food waste. We think that schools are a good place to start this planetary food revolution and we are convinced that through this common project we can bring lasting change to our schools for the better.We - that is four schools: formatio Privatschule (Liechtenstein), IGS-Rockenhausen (Germany), Tundalsskolan (Sweden) and IES Poeta Julián Andúgar (Spain) - have already worked successfully together in the KA229-project ""Don't Worry? Be Happy!"" from 2018 till 2020. Since our pupils have profited a lot from this past exchange programme, we want to conduct a follow-up project which gives some of our pupils (who are 11 to 16 years old) the opportunity to visit another European country. Whereas the past project dealt with cultural variations of happiness and important life skills for a good life, the topic of our new project is different, yet similar: It is about food and how it relates to good and sustainable living.Whereas sustainable living is often associated with sacrifices and inconveniences (e.g. taking the bus instead of the car), the topic of food is especially well suited to teach the idea that a green lifestyle offers hedonic pleasures that make it very attractive as an alternative form of better living. Through our learning teaching training activities we want to create a range of such joyful experiences. We want to do hands-on projects like gardening, bee-keeping, berry picking in the woods or cooking classes. The sensory quality of this kind of work - digging the earth, harvesting your own food, preparing it yourself, etc. - will help the students to re-connect with their natural environment and to get a deeper appreciation for the products of the earth. Then, the high regard for good food finds expression in mindful eating and acts of conviviality. Unlike other pressing issues of our time (like immigration, populism, etc.) eating habits can be influenced by making the right choices on a daily basis. So by engaging with specific food issues and critically reflecting on their own consumer behaviour, young people can learn how to have a positive impact in this world - and feel good about it. The pupils can also experience their personal self-efficacy by proposing a possible improvement for a specific ecological problem at school (e.g. for replacing PET bottles in the cafeteria). So the school setting is ideal to train political empowerment with a visible and lasting impact. Finally the problem of food packaging will be tackled in up-cycling projects that turn waste into small beautiful gifts or new useful objects.It is our pedagogical aim to involve our students in diverse activities in order to educate their whole person - by engaging the mind, their heart and the hand. Some activities are very much about the mind since they foster key competences like critical thinking (e.g. analysing one's ecological footprint), good judgment (e.g. re-considering one's eating habits) or creativity (e.g. in coming up with a solution for a problem); other activities are intimately connected with the heart and train skills like kindness (e.g. for animal welfare) or social intelligence (e.g. in collaborating with students from another country); again other activities ask for concrete action (""the hand"") and demand character strengths like teamwork (e.g. in gardening) or enthusiasm (e.g. for civic engagement). In short, in this project we support and reinforce the development of a number of vital life skills, which train a round character and promote civic mindedness.To sum up, our project ""Good Food Life"" is about sustainable food production, smarter consumption and a better life. We believe that we can not only create a higher awareness in our students for these big issues but also transform our schools into more eco-friendly institutions in the mid/long term."

The topic ‘Olympic’ has a great moral background to match. It consists not only of sport but everything that enables the Olympic Games to take place. The main parts of the project involve the themes commitment, fairness and awareness. Those will be implemented through the following educational inputs:-the historical background in connection to the present and own country-the physical/sportive experience between the schools-the political background e.g. politic vs. sport-the symbols-the economical influenceThe four schools will acquire these topics and compare the results. Each year one of the main topics like commitment, fairness or awareness is placed in the centre. Long term results will be supported by the use of worksheets to the above topics and regular school sport events within the Olympic character and means. Working in teams will be strengthened and the thought ‘head, hand and heart’ will be demonstrated.

The project „Don't worry? Be happy!“ takes as a starting point the populism, extremism and euroscepticism that is currently haunting Europe. Some commentators have begun to use the phrase „European angst“ to describe this climate of political and economic uncertainty. Especially young people are negatively affected by bleak prospects. The negative consequences of this worrisome future is already visible in many schools, where pupils put a lot of pressure on themselves to succeed academically, which leads to rising rates of depressive symptoms and even burnout in teenagers. Of course, we want the opposite for our pupils, namely that they are happy – and that is also the aim of our project. We – that is four schools: formatio Privatschule (Liechtenstein), IGS Rockenhausen (Germany), Tundalsskolan (Sweden) and IES Poeta Julián Andúgar (Spain) – have all been participating successfully in Erasmus Projects in the past. Three of the four schools are closely connected through past partnerships and are looking forward to working together with the new partner school from Spain. We believe that it is the right time to teach our pupils about the good life, whereas we want to pursue a two-pronged approach: One important source for a happy life can be found in our age-old traditions; the other important source is the continuous development of high quality life skills. Every nation has its own ideas about the good life. Our partnership is especially well-suited for teaching happiness through a cultural lens, since the four schools are situated in different European countries. Unique concepts that relate to the good life can be found in all four nations. For instance, in Spain they have sobremesa – a word that describes the good time you have with people after a lovely meal. In Sweden you often hear lagom – which means „in balance“ and is often given as a piece of good advice since nothing should be done in excess. Etc. In short, the pupils will be confronted with culture-specific ideas of happiness and they will experience them through traditional activities that make life enjoyable. By doing so, we want them to discover intercultural differences and commonalities related to the good life. Next, high quality life skills are essential for a good life – and we want to teach a broad range of these life skills to our students. One very important life skill is critical thinking. Critical thinking helps to dispel irrational fears and so will make the pupils less susceptible to extremist views and fake information. Since it is an especially powerful antidote to the scaremongering in the media, it considerably contributes to the good life. Critical thinking will be taught through discussions (like Socratic Circles) and analysing news so that their media literacy will be improved. Another key life skill is a „can-do“-attitude. By doing exercises from Positive Psychology, we want to fill our pupils with optimism and hope. We intend to build resilience in our pupils and to boost their self-confidence. After having finished this training programme, they are going to have a strong sense of self-empowerment. Therefore they are going to be able to cope with the slings and arrows of life. Furthermore, we are going to teach several life skills that show our students how to treat themselves and others well – among them being compassion and kindness, thankfulness. These soft skills do not only increase well-being levels (as many scientific studies have shown), they are also inherently social. As a consequence, the pupils will comprehend that for the good life we are dependent on others – on families, friends and our community. Our learning teaching training activities will lead to several highly desirable results: The pupils will learn about different cultures of happiness; they will acquire several skills, so that they can deal successfully with life's adversities and their happiness levels will increase. Plus, we expect two more positive effects, namely on social inclusion and good citizenship. Individuals from disadvantaged backgrounds should benefit the most from the activities. The chance to learn high quality life skills, will contribute their social inclusion. Finally, the project teaches good citizenship. Honing their critical thinking skills will make the pupils more resistant to – for example – xenophobic views. And the teaching of social skills will make them kinder and more sensitive to the plight of others. Finally, we expect several long-term benefits. The returning pupils should be more mature and behave better. The new teaching material is going to be shared and made available to all teachers, so that it can be re-used for different occasions and diverse purposes. Last but not least the project will lay down the tracks for the future course of our schools: We believe that learning high quality life skills and caring for the well-being of our pupils must have a more central role in our future teaching efforts.

The participating organizations will develop, implement, and test a training program to improve the entrepreneurial mindset and skills of high school and university students via the use of mindfulness-based self-leadership methods. The project is designed to yield three tangible outputs: a training manual, a guided video course, and a case report of best practices in implementing the course. Participating students will benefit from improved personal faculties, such as self-efficacy, self-awareness, and self-confidence, which drive entrepreneurial intentions, actions, and success.First, the partners will jointly develop a course manual comprised of a theoretical foundation on the methods employed as well as practical exercises for students to reflect on themselves, set goals, and plan their implementation. The course manual will be used to design and record a video course to help facilitate the presentation and delivery of the contents in the course manual. The addition of a video course will make the students' participation in the training a multisensory experience when compared to merely reading the manual, which has been shown to improve learning effectivity. Following the recording of the video course, the partner organizations will conduct a baseline assessment of their students' proficiency in self-leadership skills and entrepreneurial cognition and mindset. Afterwards, each organization will teach the course to their enrolled students and, then, repeat the assessment. The results will be compared to those of a wait-list control group. This allows conclusions to be drawn as to the effectiveness of the course material in training the skills and abilities that the course was designed to train. The organizations will engage in scientifically rigorous methods of analysis to explore whether a causal link between a participation between a student's participation in the training and an improvement in their personal entrepreneurial skills and mindset can be established. Each partner will create an individual case report on the experiences they acquired during the teaching of the course at their institution. These case reports will then be collated, compared, and conflated to form an overarching case study, which serves as guidance for third party organizations that wish to teach the developed course material to their students after this project is completed. The partners will meet in person several times over the course of the projects to exchange learnings and best practices acquired and to plan the implementation of upcoming milestones in detail.In the long term, the project will help students to become more responsible citizens by equipping them with the necessary tools, abilities, and cognitions to identify and pursue entrepreneurial ventures successfully. This can be done not only in the creation of standalone start-up companies, but also within the framework of established organizations which aim to drive innovativeness and have to rely on employees who possess the entrepreneurial spirit and skills. These skills to achieve success are further transferable to the implementation of a wide variety of personal endeavors in the realms of hobbies or passions, further fostering the students' feelings of self-efficacy and self-worth. Further, the course material will be made accessible for free to individuals across the globe, allowing them to prosper independent of their location. This, in turn, will prove beneficial not only for those participating students but also for society as a whole. Value creation in a more and more globalized and united economic context requires entrepreneurial action on both a personal and corporate level.