"In times of the Corona crisis with a total global shutdown, we ask ourselves what this means for our personal future and the economic system. On a personal level, for many people this has exposed our vulnerability. Yet, others suddenly have time to cook, to spend with their loved ones, to do sports, to perceive body and environment more consciously. They become more mindful. Our current economy is based on total consumption of resources and constant growth. But the crisis has shown that this global capitalist system has taken a hit and is also vulnerable.What is often forgotten is another vulnerable system: the environment.Therefore, our project wants to use the crisis as a chance to scrutinize our values. This crisis teaches us that we need to slow down in order to preserve Creation and that less is more. As a consequence, our project aims at SUFFICIENCY: a modest and adequate scale of living with a focus on sustainability and mindfulness.In previous projects, we have learned that it is not enough to focus on single, isolated aspects. However, as teachers we know how hard it is to adopt interdisciplinary approaches. An Italian initiative to introduce “Sustainability” as an independent subject seemed promising but was dumped. Being aware of the interconnections between1) physical & psychological well-being of the individual2) environmental protection3) consumerism, we take it into our own hands and develop a European Curriculum on Sustainability (ECS) to teach these interconnections. This is what makes ""Earthucation"" special: We aim at a holistic, interdisciplinary approach that makes our students stronger European citizens.The project covers the following objectives:1) to raise awareness of environmental & social issues & solutions2) to educate about sustainability, mindfulness & sufficiency & to relate European school curricula to these concepts3) to boost environmentally friendly habits to reduce our ecological footprint4) to create & try out new teaching methods that are relevant for today's studentsOur 6 schools from all over Europe create the ECS for students aged 13-18. They are the students who take part in our project, create and test interdisciplinary, student-focused and project-related approaches together with their teachers. Adopting a whole-school-approach, students & teachers start initiatives to make their schools more sustainable, mindful places that adopt principles of sufficiency.Each school adds a different topic to the partnership:DK: energy & transportGER: fashion & technologyGR: foodIT: waterLV: ecosystem servicesPL: mindfulnessParticipating students of each school are divided in different EuropeanFocusGroups (EFGs). For a better understanding of our project work, here is an example of the EFG on energy and transport: Each school has a local group that focuses on this topic. The local groups on energy and transport form one EFG. Each group collects relevant information (e.g. how they get to school) and presents it to the other schools’ groups online. Next, they calculate the ecological footprint of the journeys to their schools, compare and contrast, collect suggestions and take action to improve by cycling, using public transport or ride sharing. So we change things ourselves and exert pressure to implement change. Similar scenarios are planned for the other EFGs. Local project work goes hand in hand with exchange in the EFGs following from or leading up to LTTAs. There is also exchange between the different focus groups at each school after each LTTA and in quarterly meetings to carry out dissemination activities.All project work is focused on methods, materials&initiatives that enable students and teachers to compile our ECS and make schools more sustainable. This has the advantage that methods, materials and activities have been tested and approved by students & teachers themselves. It makes our ECS a student-centred, modularised curriculum to implement sustainability, sufficiency and mindfulness in the curricula of other European schools.Long-term benefits are:- pupils have competences to be mindful of their own health, the well-being of others & the environment & to act accordingly; to learn how to communicate in a currently unsustainable, polarised world; to raise awareness without pointing the finger at others, using intercultural competence- schools adopt long-lasting, interdisciplinary environmental initiatives within school life & within a European context; take action to promote environmental consciousness of the local community- the EU achieves a real Green Deal that creates the transformation we need, with new mindsets to decouple economic success from the exploitation of human&natural resourcesWhat do we expect from our European Union? The current crisis once again proves that we Europeans must work together more collaboratively. With our project we can lay the foundation of a trustful and responsible-minded European cooperation in the future."