The United Nations have announced the three-year event 2007-2009 “The International Year of Planet Earth”. It has been dedicated to “Earth sciences for Society” with the aim of “demonstrating the exciting ways in which Earth sciences can help future generations meet the challenges of ensuring a safer and more prosperous world”.This article reports the results of a case study of some educational experiences from a Geoscience school-education project and their suggestions for good practice in promoting geomorphological heritage in teaching-learning activities.It is still true that the traditional teaching approach, i.e. lectures, reading and testing, used in most schools may contribute to teachers’ general tendency to dislike science and to lack enthusiasm for teaching it. One effect of this general behaviour mainly affects geoscience education and leads to less effective teaching and learning. On examining this didactic scenario in Italy, the “Educate with contemporary Geoscience” project has been composed starting from the principles of the European Landscape Convention and the changes of a complex global network.The main objective of this project has been achieved with the direct involvement of schools, by starting active and innovative educational paths to build together with them and to overcome the traditional classroom setting, based on a passive approach of learning. A variety of enquiry-based and open-ended educational strategies were elaborated to increase the opportunities for student participation, such as hands-on approaches, out-of-doors experiences, small-group brainstorming and student-centered activities.The school-activities were developed during the two-year-project in collaboration with the main Council Education and Environment Agencies. These activities focused on educating students about the geomorphological heritage of natural and urban areas related to the historical, cultural and societal links of the local real world.