One of the school's priority development areas is sustainable development. Globalization require higher demands on people's ability. The school shall help and give students the ability to understand global perspective and other people's opportunities. Get knowledge of international collaboration and global context, as well as opportunities and challenges linked to globalization, and sustainable development is truly an international context. UN's new sustainable development goals and Europe 2020 leads to greater demands on schools. Schools need implementation of UNESCO’s new Global Action Programe on Education for Sustainable Development (GAP/ESD) The schools have a need to develop new teaching methods in the field and network with colleagues in other parts of Europe. We need to share experiences with others about how to meet the challenges of the issues around sustainable development.The aim was to ensure high quality of teaching and provide our students with international experience so that they are ready to meet future challenges. During the project the students and teachers got realisation of transposable experience on different topics of sustainable development. These experiences came with results obtained in one country so each country realized the same experiment and compared the results (in function of sustainable development). We were four schools from Sweden, France, Greece and Germany. Two schools (France, Sweden) were situated in the countryside, two (Greece, Germany) in bigger cities. All schools were secondary schools only the Swedish school was both vocational and general. The number of students ranged from 200 (Greece) to 1300 (France). 24 students from the four different countries, plus a number of teachers were directly involved in the work on the project for a total of around 120 people directly involved. Furthermore, the teachers involved in the project teach in different school subjects, such as chemistry, biology, language, social science, IT, maths, sport and health, and physics. So, many topics were covered in many aspects, according to sustainable development philosophy.Each mobility had different themes. Before going, we did research and experiments with the students which then were presented.In Germany we worked on fuel cells by making stop motion films, by doing experiments on hydrogen cars. We also visited two exhibitions in Berlin, both about energy and motion. The students later vote for the logo of the project by choosing their favorite among different logos prepared by the students.In France we worked on living soils by comparing organic and non organic soils through chemical experiments, by attending a lecture on living soil and visiting an organic vineyard. We also compared the different ways of farming in our four countries using google earth application and data from the EU.In Sweden we worked on wind power by constructing models of windmills and measured the efficiency on different constructions. We also measured ions and bacteria in organic and non organic soils. Furthermore we visited the forest to look at how to preserve resources and wildlife. We visited a copper mine as an example of empty resources but recycled as UNESCO world heritage. In Greece we worked on solar energy by doing experiments with photovoltaic cells, creating a webquest, examining the photovoltaic system on the roof of the school and visiting scientific centers concerning the research on solar energy and the bioclimatic part of the city and explanations. The project strengthened and developed students intercultural skills and give them international experience. The students also became more aware on sustainable development issues and understood that sustainable development is not a national topic only but an international one. The project showed also possibilities for a professional perspective.Each teacher and student learned from the other about different things like school systems, traditions and cultural aspects. Staying in families created more understanding for different ways of living. Because of the successful communication between different nations self confidence increased for students and teachers. The teachers learned much more about project management and additional the students learned to manage traveling in Europe. Visited projects like the solar energy project in Greece sponsored by the EU and the feeling that they are a part of an European project (funded by the EU) helped to develop the awareness of a European citizenship. Going abroad and meeting their European classmates was a way to fight prejudice. Most of them kept contact and developed friendships with their partners even though the project has ended.More tolerance, free presentation in front of a group and the improvement of the language skills are longer-term benefits of the project. All our schools have applied for a new Erasmus plus project motivated by this experience which was so enriching and positive.