The web, internet, is a symbol. It connects human communities and individuals across the boundaries of space and time. The Internet boom with all related digital tools have allowed in a tiny time span in Earth history to make humanity leap into a new era: the Anthropocene and, or, as some anthropologists indicate, the Digital Era. This is to say how digital tools have become unavoidable because of their accessibility, simplicity, usefulness and power. This project is therefore part of a context where digital education and training for citizens in Europe is essential so that everyone can emancipate themselves in this connected world. It proposes to develop transnational educational work on a digital educational issue little covered in the framework of ICT (Information and Communication Technology for teaching). Innovative, it aims to better integrate the ecological challenges of digital technology into educational processes. Did you know that today, if the Internet were a country, it would be the 3rd largest consumer of energy? Did you know that making a laptop computer requires the mobilization of 800 kg of materials? That on average, it takes 50 to 350 times their weight in materials to produce electrical devices with a high electronic component? These are some of the subjects that this project addresses. The challenge is big: in the world there are approximately 34 billion digital objects of which 19 billion new connected ones. These figures are likely to increase dramatically in the coming years. It is urgent to make citizens to have a vision of these issues allowing everyone to reduce their impact by learning if, how and when to use digital tools, starting at school, in a sustainable, economically, socially and environmentally friendly manner. The Ligue de l'Enseignement de la Loire, the Ligue de l'Enseignement et de l'Education Permanente de Belgique and the social cooperative Le Mille e una notte combine their various skills in order to offer European tools allowing college students, pupils more generally, but also teachers and school staff to access this information. For this, 3 productions were designed with the scientific and educational support from organisations with expertise on the field (, colleges, ADEME, GreenIT.fr, Shift Project, Electronics Watch, Oxfam, NEXT-Nuova Economia per tutti, ISS, ASVIS, AGRI-Island... ...). The 1st is a general information and practical advice booklet for wide distribution to a large number of establishments and school education personnel. 1,200 booklets have been edited and distributed in the various popular and formal education networks in the field of environmental education and digital education to which our organizations belong. Through a dissemination plan, we have ensured that this work is widely shared in our national territories and at European level via appreciated networks previously known. The informative booklet is available in French, Italian and English. The 2nd production is a set of educational pathways with 18 activities dealing with digital issues. Published and distributed in our three countries in 180 copies, it is downloadable on www.conscience-numerique-durable.org to be used by a large European audience. It targets college but can also be used with older and younger audiences. It develops in students different key knowledge and skills linked to European educational priorities in the digital field by promoting critical thinking and the development of social and civic skills. Despite adaptations linked to the Covid crisis, this production has been tested and evaluated with the support of colleges and teachers. Over 600 students have been reached and thousands more will be added through the editing and dissemination process. Finally, the 3rd creation is a training kit to allow teachers and educators to fully train themselves in this new issue. We provided the educational community with 23 self-training modules allowing them to acquire new skills in connection with the 6 educational paths planned for the classes. It allows everyone to explore specific subjects according to their needs (rebound effects, obsolescence, Maslow's pyramid, environmental issues, the planetary boundaries, global uses of digital technology, educational uses of the new technologies, the new rights and cybersecurity, the digital economy, the new sustainable economies, etc.). While evaluating the quality of these three productions, we have internally and externally trained more than twenty educators during the tests and dozens more during the final step of distribution of the pedagogical toolkit. This work has been enhanced by a continuous dissemination plan adapted to COVID constraints in each country. Remote events have taken place and the productions are freely shared to allow a lasting and major impact.