This European educational project makes an important contribution to maintain the inner unity of Europe at a time when the cohesion of Europe has been called into question by media and politics while racism and populism are increasing. Therefore, the overarching goal of this project is to counter tendencies towards radicalisation and promote the integration of minorities into society. This goal was linked to an awareness campaign about minorities. With “We in Europe – Shaping the future” we concerned ourselves with developing sustainable integration projects (idea pool for integration) and counteracting barriers between cultures and social levels, enabling understanding and emphasizing diversity as an asset.The different starting positions concerning the composition of the pupil groups in the partner schools in Gran Canaria (50% migrants/disadvantaged), Hungary (70% Roma) and Germany (refugee work in cooperation with a Hauptschule and different organisations) have made multi-faceted access to the individual components possible. The implementation of the main project activities rests on four pillars:1) Treatment of the topic “integration of minorities and the disadvantaged” (1st project year):In accordance with the resources and possibilities of the partner institutions, the pupils have concerned themselves with and publicised topics such as the reasons for emigration, integration policies, living situations of the Roma, diversity as an asset, or successful integration in units embedded in the curriculum in an interdisciplinary way and across the age groups, in clubs, classes and courses in a variety of ways. (i.e. in workshops, presentations, podium discussions, competitions, creation of videos, etc:).2) Project work – development of sustainable projects about integration, implementation and assessment (idea portal – 2nd and 3rd year):Originating from the above-named project topics and in cooperation with pupils from minority groups, we developed a collection of ca. 15 project proposals from several different areas, some usable in lessons as teaching materials for the work with migrants and refugees in schools and others which could be used as suggestions for project work outside of school. 3) The awareness campaign about minorities took place inside and outside of school and functioned as an announcement and publication of the project. Activities and events such as the traveling exhibition, campaigns against racism (100 coloured balloons, postcards for tolerance, hymn against racism, flash mobs for acceptance, info mobile diversity, logo competition), solidarity activities (walk, speed dating, give me a smile, culinary activities), information campaigns (open house day, remembrance days). The city of Kerpen, the project homepage, eTwinning, Facebook and Instagram helped to spread our message and create an awareness of the contents of the project, so that others could become interested and motivated to follow the good example.4) Performance of evaluations (in the course of 3 years)The transnational project work was evaluated using self-developed evaluation forms. The emphasis was on the quality of activities, the internalisation of the topics and goals, the effect of the project.Moreover, a number of original projects for integration were assessed (i.e. schools, youth centres, projects in refugee homes, integration festivals), forming the basis for the development of further ideas.The following products constitute the main results and effects:-digital collections of sustainable integration projects-project homepage in four languages-traveling exhibition “We are Europe, too” (exhibition inside and outside the countries)-digital intercultural box according to Dr Howard Gardner’s intelligences theory (one’s abilities consist of 8-10 kinds of intelligence) – in three languages + English-Facebook page, Instagram account-establishment of an intercultural day in the Europe Week (DE), on Europe Day (HU), in the culture week (ES)-implementation of a workshop (permanent cooperation on the topic of integration, annual Day of Integration-Roma Integration Day (HU)-long-term project activities through eTwinning-improvement of linguistic and social competences-permanent cooperation with the “Comité de Solidaridad (Solidarity Committee), publication of our activities (project “Escuelas solidarias“ (ES)-establishment of a greeting committee to accompany and advise students abroad (refugees, the disadvantaged) -permanent campaigns in the schools, i.e. Peace Day, Women’s Day, solidarity run, solidarity meals, Migrants’ Day (ES)