In 986 AD a small group of Vikings settled on Greenland. About 500 years later the settlements vanished. It is still not fully known what happened to the settlements and what caused their disappearance, but it can be assumed that the changing climate, a shift in trade relations and the consequences of these factors for social structures were influential factors. In the Middle Ages, Greenland was at the edge of the known world and at the periphery of the large Norse trading network. Therefore it provides an interesting, and somewhat complex, case study of sustainability at the margins. The historical case is easier to understand in an holistic way than contemporary challenges but can trigger an engagement with sustainability at the margins today.The interdisciplinary project team consists of scientists and educationalists from Science Shop Bonn (Germany), The Centre for Design, Innovation and Sustainable Transition (Denmark), BAOBAB (Austria), The Faculty of Education of Edge Hill University (UK) and Project Agency Andreas Joppich (Germany) supported by the Danish National Museum, the researcher Kare Hendriksen and the Danish History Teachers Association. They developed workshop material based on the research about the Viking settlements in Greenland and about the challenges in contemporary Greenland and other parts of the world. Children can explore the artefacts found by researchers in the ancient settlements and apply scientific methods of analysis to interpret what has led to their end. Further material allows the students to compare their findings to modern issues of sustainability and draw conclusions for lifestyles and policy making. All materials developed have been tested in individual lessons and project days. Nearly 1000 secondary-age pupils were directly reached. Thereby methods of learning through inquiry were the focus of the teaching approach. Many of the students confirmed that they could gain new insights into sustainability. More than 200 teachers and students were reached through multiplier events.The resource materials, which can be used by the partner organizations but also lent to schools for lessons of history, geography and political education, include reconstructed artefacts, maps, guidebooks on research methods, newspaper articles, maps and data sets on contemporary issues, along with guidelines for comparing the findings to modern times. Some outdoor games are used to create an adventurous atmosphere and stimulate the cooperation of the children.The workshop provides an example of how competence-centred education can be put into practice and therefore supports the efforts of the European Union and national governments to replace knowledge-centred practices in schools. To support this goal, the project partners also formulated a survey based recommendation on learning through inquiry and its benefits for the development of competences, especially learning to learn and scientific approaches but also social and civic competences, language and mathematics. Based on the experience, guidelines for learning through inquiry have been produced, integrated into the manual, and transferred to a concept for train-the-trainer seminars. Guidance for self-assessment in the manual will make teachers aware of the learning impact on students and allows a promotion of learning through inquiry even after the project has ended. In addition, the method supports interdisciplinary teaching and thereby more cooperation in schools. A recommendation for the integration of the workshop in the curricula of history and geography is prepared for each country. Articles documenting the teaching approach and the linkage of the Viking age and contemporary challenges add further to the resources.During the project all partners have met with key stakeholders to discuss the aims and materials of the project and to expand their networks supporting the dissemination methods and materials.