<< Background >>Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development. Sustainable Development Goal 3 of United Nations Agenda 2030 seeks to ensure health and well-being for all, at every stage of life.About this topic a central role plays FOOD AND NUTRITION EDUCATION, considered as a variety of educational strategies that can be implemented at different levels, aimed at helping people to achieve long-lasting improvements in their diets and eating behaviours.FOOD AND NUTRITION EDUCATION can play a crucial role not only of health and well being but also for the sustainable developmentIn schools, A NEW VISION AND APPROACH TO TRADITIONAL FOOD AND NUTRITION EDUCATION IN SCHOOLS IS NEEDED, where students and their communities develop capacities that support their health and wellbeing, and are empowered to become active agents of change in their local food systems.With this project, we aim to support the capacity building of students, stimulated by effective methods (escape room, digital storytelling, gamification, immersion experiences, motivational activities in peer education) to work on sense of initiative in order to increase the activation and participation of young students in the local communities, to act locally and think globally.We investigated the school and community needs:- To help students to reflect on the impact of the climate change on the lives of young people in relation to the right for healthy environment (with specific focus on food production, transformation, consumption and waste)- To showcase existing practices and explore challenges for youth participation to impact local actions on climate crisis- To address intersections between the climate crisis and other issues including social inclusion, poverty, health etc…- To discuss and explore para-entrepreneurship and volunteering responses to the climate crisis- To develop approaches and actions for taking into account environmental issues in local initiatives.<< Objectives >>Objectives of the proposal are that:1)schools not only teach about sustainable food and nutrition but also teach by example through the food they offer2) Practitioners receive training to integrate sustainable food and nutrition-related topics into their lessons3) External partners and learning environments should be included in education for sustainable food and nutrition to add authenticity as they can tell personal stories or show food production.The proposed intervention will contribute to:- Enhancing the knowledge and skills of secondary school students on food and nutrition, and on food related environment issues, not only in terms of technical competence, but for the added value of changing behaviours and contributing to the international goals;- Ensuring that young people develop the competences needed, but also that they can use them effectively in the local communities;- Exchanging adapting and transferring knowledge, methods and tools to work on food education, using flipped classroom, peer instruction, problem-based learning, project-based learning, and game-based learning;- Promoting the exchange of good practices among public/private partners, strengthening cross-cooperation;- Broadening the definition of environment and nutrition culture, students engagement and activation, addressing sustainable development issues;- Contributing to the sense of belonging, as European Citizens and motivating participants to learn more about EU through transnational mobilities.The continuity of the educational and awareness actions which will be carried out by the partners after the end of the project, will allow to complete this path.<< Implementation >>We want to invest in the capacity building of European schools promoting high-quality work and innovative methods of amp up the engagement and problem-solving opportunities in their classroom, in order to learn, adapt and develop knowledge, competences and tools to work in different learning environments, learning in different ways, using creative methodology, engaging students in active involvement in peer education contexts, in order to identify, analyse and implement new habits, for their health and wellbeing, and to be empowered to become active agents of change in their local food systems.To reach these results we need to have an organized learning process divided in the following phases:- the development the methodologies for food education at school that will be piloted at local and transnational level, with the involvement of at least 30 students in each country, after the preparatory transnational training for staff engaged in the piloting.- the design incubation programme for entrepreneurial initiatives for food education and in the community that will be tested with a group of at least 20 students in each country and that will let launch at least 5 local initiatives during the project as result of the incubation programme- the creation of a booklet that will be prepared for the active involvement of students in local food education initiative, for the transferability and sustainability of the project result- a transnational mobility of students that will be engaged in an European dimension of learning, giving them the opportunity to be part of an European community of active students that will stay active after the project end, with new projects and ideas (at local and transnational level, with potential follow up activities in Erasmus+ and ESC programme).<< Results >>At the end of this project we expect to have:1) Intangible results- methods and practices at European level will be identified and compared to support students in the acquisition and development of food, nutrition and sustainable development knowledge and skills;- empowered partner organizations that will accomplish better their mission of stimulating students in acquiring new skills related to civic skills, sense of initiative and changing behaviours- the transnational partnership will collaborate in the implementation of activities with teachers, educators and students useful for enhancing the innovation of nutrition education for sustainable development and healthy lifestyle - students will enhance the competences in the five areas of health, communication and collaboration, content creation, safety and environment protection, and problem solving- students will be conscious of their active role in the society developing sense of initiative and entrepreneurial skills through local volunteering projects- through the transnational mobilities our project will contribute to reinforce and give the opportunity to create a European network of active students, broaden knowledge about Europe and strengthen European identity.(2) Tangible results- the methodologies for food education at school will be piloted at local and transnational level, with the involvement of at least 30 students in each country- the incubation programme for entrepreneurial initiatives for food education and in the community will be tested with a group of at least 20 students in each country- at least 5 local initiatives will be launched during the project as result of the incubation programme- a booklet will be prepared for the active involvement of students in local food education initiativeAdditional results will be referred to the development of transversal competencies of staff and participants, as social and civic competences, personal, interpersonal and intercultural competencies, digital skills, communication in a foreign language.