The feeling of European identity among elementary and secondary school students and teachers

European integration and enlargement of the European Union (EU) also to the South Europe as well as Central and Eastern Europe has contributed to further diversity of the European Union. Although the EU acknowledges its diversity which is recognised also from: 1) the moto of the EU: “United in diversity”, as well as in 2) recognition of all 24 officials languages and 3) position of European cultural policy whose aim is to create a common European sense of belonging while complementing national and regional identities, the EU aims to build collective European identity that would further strengthen its integration. The concern what holds EU together becomes even more relevant during times of crises and instability. These were quite a few during the last period such as financial crises (2008-2011), migration crises (2015-2016) and health crises (2020-2021). With growing populism especially of right wing populist parties and authoritative politics in Europe the EU member states have approached this crises with different approaches causing further differentiation in the EU. The EU is supporting the building of the European identity through financial support of different projects and programmes that support European idea and values. Most recognised is Erasmus mobility programme. In this paper we are interested in how strong and present is European identity among those that are most directly involved in European projects that seek to strengthen European identity. We will analyse the public opinion data gathered in a survey among secondary and elementary school teachers as well as among students that participated in EU related project activities. Our assumption is that teachers and students that participate in EU related activities developed more recognisable European identity compared to the general population. The data will be analysed on the case of Slovenia.