Education to religious pluralism is a key to achieve civil awareness and social cohesion in the construction of a democratic model of European citizenship. The project faces this need providing teachers of primary schools with specific methodologies, in order to respond to the complexity of multicultural and multi-religious societies, starting from the laboratory of citizenship that school is and must be. In the field of education legislation, most EU Countries highlight the importance of promoting a culture of participation in school which is modeled on democratic values, including respect for others, tolerance, mutual trust, solidarity and cooperation.The main objectives met are related to the implementation of tools addressed to support religion teachers and in general teachers of humanistic areas to develop an attractive, modern and safe learning environment where religion is seen as an added value for promoting tolerance and preventing radicalism. In this sense, all the IO produced are addressed to promote an education to religious pluralism. The project has been focused on an innovative, participatory-based, pedagogical model whose goal is to ensure intercultural and inter-religious mediation. The application and the experimentation of the Model provided teachers with new methodological skills to develop and apply an innovative pedagogical method to teach religion in participatory form. The Life Model, being participatory, has ensured this goal, through a wide experimentation phase in schools and many meetings and focus groups with other teachers and stakeholders. Therefore, the project addresses both the content of religious education and an innovative pedagogical method, applying the participatory approach to religious education in order to promote an intercultural citizenship “from below” triggered by the children. The consortium, composed by 5 project partners (FVM, EDRA, CEI, EGECED and FUSJ) has been built with the aim of having the highest spectrum of competences needed to accomplish all the project aims. Each member of the network has strict relationships with the regional institutional and the local social system and had the task to involve religious associations with a specific program of social and cultural inclusion. The academic background and resources of most of the partners ensured a qualified approach in this specific area of spiritual and religious studies. In fact, different religious approaches are represented in the partnership: the network represents Islamic (TR), orthodox (EL, BG) and catholic expressions (IT, ES). The project has been articulated in the following activities: project management; quality assessment and evaluation; project implementation diffusion and dissemination of the project outcomes; mainstreaming, multiplication and valorization of the project results. In particular, the implementation activities consisted in:•a research phase aiming at providing an in-depth analysis of religion education approaches in the countries involved and the definition of the needs of the stakeholders about the religion plurality in schools;•short-term joint staff training events (C1, C2) for teachers and educators;•elaboration of the Pedagogical Didactic & Participatory Model (PD&P) starting from the knowledge gained by teachers during the training activity C1. This activity developed a pedagogical model of education to religious pluralism, defined trough a participatory method considering also the needs identified by teachers, experts, families and representatives of different religions in the area.•Piloting with EU primary/secondary schools of the educational model developed through the participatory process.Apart from the research work conducted in each partner country, which draws a map of the situation at national level, the main result of the project is the creation of the scientifically based method that allows the connection between participatory educative contents and cultural and religious diversity, reinforcing the competences of teachers and headmasters to be confronted with a multi-confessional approach, social identity and the relevant decrease of social marginalization in groups at risk. The piloting in EU primary schools represented also a big result, considering that 11 schools, about 30 teachers and 1018 students were involved at European level. Concerning the impact, the Pedagogical and Didactic Participatory Model (PD&P), applied to the multi-cultural teaching and learning of religion, was proposed as a didactic reference in primary schools and provoked great interest among teachers and headmasters, who are willing to replicate it, possibly on a larger scale. The LIFE Manual, conceived also for exploitation purposes, represents an important document for the transfer of the methodology to other potential stakeholders.