The project entitled Regions for Sustainable Development and International Solidarity Education (REDDSO) is the ongoing cooperation programme between four Europeans regions (Rhone Alps, Piemont, Catalonia, Malopolska). It is co-financed by the European Commission and will come to an end in 2015. As Leal Filho (2010) noticed many northern European countries have embraced the concept of ESD but in eastern and southern Europe discussion on ESD as such are still limited and take place only unsystematically and irregularly. In the context of REDDSO project we had a chance go deeper into that issue.

Research on teachers opinions, attitudes and experience in Educating for Sustainable Development (ESD) and International Solidarity (IS) was conducted in 2014 as a part of the REDDSO project. It had two major goals: first, to establish, for regional authorities (in charge of state education in the region), what current situation in schools looks like, and, second,  to broaden project partners` knowledge about possibilities of extending cooperation within ESD and international solidarity on regional level and beyond.The target group of the research study were the teachers because of their key role in implementing (or not) ESD and IS components in schools. Consequently, the initial research questions were as follows:

• What types of activities in the field of ESD and IS are conducted in schools (level ISCED 1, 2, 3)?
• To what extent, as assessed by the teachers themselves, are the contents of ESD present in the current core curriculum provided in schools, and within what activities?
• What kind of institutions and organisations that are active in the field of ESD and IS support the work of teachers?
• What innovative practices can be found?
• What kind of obstacles and needs in providing ESD components are articulated by teachers? Can these obstacles and needs be divided into groups, and – most importantly – what steps may be taken in order to support teachers in the effective provision of ESD and IS content in work with pupils?

The aim of the very paper is to present the most intriguing research results and, having done that, ask more theoretical questions for further scientific investigation into ESD and IS in schools, crucial not only from theoretical but also from a practical point of view. For instance, how this kind of education fits into broader neoliberal educational frames (see: Rizvi and Lingard 2010)? What kind of strategies do teachers employ to overcome the existing in the education system discontinuities? And, finally, to what extent the ESD and IS enhances the idea of building global civil society for the future generations (see: Germain and Kenny 2005)?

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