Global and European educational commitments manifest in many ways – differently and even inconsistently – in national education policies, national and local curricula, teacher education, and student assessment. What is common, however, are the high expectations towards the work of educational professionals, especially teachers and leaders/principals. Their role in in the ambition to improve quality, in making education more socially just, in advancing equality, learning, and in thinking about and building the future, has been highlighted by international, regional and national educational agencies and stakeholders for long, and addressed persistently in the academia. For instance, educational researchers have stated that teachers and leaders/principals are, among other potential “public-good professionals”, in salient position in advancing societal development. Researchers have also discussed about the recognition of teaching as moral and intellectual practice, which impacts the way teachers conduct their work in the classroom, and about teachers’ engagement in critical reflection on vales, humanity, and aspirations. At the same time, global educational community has raised a concern that there is a real risk to overstate the potential of schools and educational professional to impact broad social transformation.Consequently, it is somewhat easy to agree with the statement that “educational professionals matter”. From the GloBe priorities and key topics point of view, the question remains: how?Bearing in mind this massive list of roles and responsibilities of teachers, let alone leaders/principals, who are presumed to lead pedagogical processes, and acknowledging the justified concern by the educational community, we still wish to comprehend schools as forefronts of establishment of solid and shared value-basis, and advancement of social participation and civic engagement. But this prerequisites people who are equipped with meaningful key competences, which for us comprises of dialogical and participatory professional capabilities, global citizenship education, and common sustainable future agenda. Drawing from the whole-school approach, we wish to amplify competences of both working and learning community. Our assumption is that this is of critical importance in the advancement of human well-being and pursuit of social inclusion within and beyond schools.Th Global Learning for Sense of Belonging (Globe) is a 36 month long international innovative project that aims to advance human well-being and social inclusion within and beyond school environments by enriching the sense of belonging of school leaders, teachersand students alike. To reach the aim, the objectives of GloBe are to: 1) deepen and broaden the scope of day-to-day work of school principals towards pedagogical and shared leadership 2) enhance novice teachers’ shared and co-teaching professional capabilities to cross disciplinary and grade-level boundaries in schools, and 3) introduce new to “sustainable future” learning modules to actively engage students.GloBe project comprises sets of training activities, outputs, and outcomes, which are closely inter-related and support each other throughout the project cycle and development process. Thematically trainings and intellectual outcomes will focus on following themes: Pedagogical Leaderships, Shared Leadership, Co-teaching; Global Citizenship Education; and Agenda 2030 and Sustainable Development Goals. The project will intertwine the development of professional competences and global issues pedagogy, and in doing so, create new kind of future professional capabilities and identities. GloBe comprises of three identical courses/groups, which all include five core training activities. For each training, we will select one leader/principal and two teachers (3 professionals) from the same school to create local teams (2 schools) to support each other in each partner country. In total we will train 54 professionals, 18 from each country in one semester long learning process. The first and the last training are intensive residential international seminars, whereas the second and fourth take place in local schools in each three partner countries. Third training is a webinar. Through the activities that take place in local schools, we will reach indirectly a great number of educational professionals and most importantly, hundreds of students.. There are two kind of organisations in the consortium from 3 different countries: civil-society organisation and higher education institutes, which each has extensive experience in their areas of expertise and about working in close cooperation with schools, teachers and leaders/principals. Consequently, there is strong common understanding of the key concepts, realities of schools as operational environment and basic values as well as strong will to learn from each other and work together towards the jointl