The aim of this presentation is to share insights from case study research on integrated approaches to health-, food- and sustainability education in primary and lower secondary school. The educational activities in the LOMA project took the point of departure in a social-constructivist, inquiry based, democratic educational approach inspired by John Dewey (1916), Vygotsky (Jaramillo, 1996), Illeris (2013). The project was conducted from 2015-2017, where six schools participated, including 2754 students, 50 teachers and 6 headmasters. Department of Education and Social Science, University College Lillebelt conducted research. In order to investigate the relevance of the LOMA approach with regard to ‘the common good’ (UNESCO 2015) this paper will apply the guidelines for ESD (UNESCO, 2017) on exploring aims, objectives, pedagogy and results in the LOMA project. The study applies qualitative methods and theories about critical discourse analysis (Fairclough, 2013) and foodscape studies (Ruge, 2015) on data collected from 2015-2017. Furthermore, the study will include data from a survey conducted one year after in 2018 among pupils, who participated in LOMA education. Results from that survey (N= 399) indicate that pupils themselves found that they had developed competence with regard to cooking of healthy food from local ingredients in school and at home. Additionally, pupils had achieved self-efficacy regarding collaboration in cooking, in counting and measuring ingredients according to recipes, in increasing own intake of fruit and vegetables. Most pupils would like to cook LOMA food for peers again and they enjoyed the joint meals. In conclusion, the integrated approach with a local perspective on cooking school food seems to have supported especially health and wellbeing among pupils. The study is small, but results still indicate, that local sourcing of ‘short-travelled’ and organic vegetables and fruits made sense to pupils within the educational context. However, a deeper understanding of ‘sustainability’ as a theme will need an improved didactic design if pupils at a younger age should become more aware in an every-day-life and action-oriented perspective. The current increasing climate-awareness and the #Fridaysforfuture actions among Danish pupils might constitute the new driver for ESD for the ‘common good’. This situation represent new didactic opportunities and challenges, both for educators in schools and in teacher education institutions.

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