Environmental literacy and environmental identity are the key concepts of Education for Sustainable Development. Environmental literacy refers to the understanding of basic principles of how the environment functions, critical thinking related to environmental issues and responsible decision-making based on the acquired knowledge and pro-environmental behavior. Environmental identity, on the other hand, refers to the relationship of an individual with the nature and the sense of responsibility for preserving it.

One of the quality standards of educational institutions in the Republic of Serbia is their active involvement in promotion of sustainable development. This is achieved through the education of students on ecological topics and development of their responsible attitude towards the natural environment. Within this context, the school and the teacher play a crucial role in designing and implementing activities that stimulate environmental literacy and develop students’ environmental identity. This can be achieved by project-based learning and activities that interrelate theoretical knowledge and its application in real life. Project-based activities involve the examination of real problems, planning and applying solutions to the identified problems, student collaboration and the application of interdisciplinary approach that enables integration of the acquired knowledge into practical results.

The aim of this paper is to present the scenario of a project-based activity entitled Practical measures for sustainable development in school in which students combine the contents of biology, chemistry and geography. The outputs of such a project activity enable not only the development of knowledge and skills in various disciplines but also strengthen the students’ sense of belonging to the community and their responsibility towards the natural environment. This paper emphasizes the significance of project-based learning as an efficient educational model that encourages young generations to contribute to sustainable development and build their environmental identity.

Keywords: Environmental literacy, environmental identity, sustainable development, project-based learning, interdisciplinary approach.