Ex ante evaluation was conducted in September 2020 among three groups of beneficiaries. They are: students of classes 6-7 in Primary School in Purda, Poland and students of class 2 in Valuascollage, the Netherlands, their parents and the teachers.The students filled in a paper questionnaire, parents did an online targeted interview, teachers were interviewed egarding their needs and expectations in terms of professional development. 

Almost 40% of students in Purda, Poland believe that a kind of gratification may have a significant impact on changing their attitude towards commuting to school by bicycle. A similar persentage of respondents see the need to improve the cycling infrastructure in the area. The survey revealed that students for the first time came across the concepts of Earth Overshoot Day and the carbon footprint. Using their knowledge and experience, few of them were able to identify the source of the carbon footprint. Only three students get involved in the direct organization of social activities.

The Dutch students have very basic knowledge of Poland and they'd like to know more about the country, their peers, about school life and the way of commuting to school. The issue of overshoot day seems similar as among the Polish students: 7 out of 22 respondents know what is meant by ecological footprint. Overshoot day issn't known to anyone in this group. Most students have a vague or more exact idea of what VR is. They would like to work with it during the project.

Conclusions of an interview with the Polish parents are as follows: during the project implementation, emphasis should be placed on acuiring new skills by children and deeping their knowledge; enabling direct contact with peers from the partner school will have a positive impact on childrens' social development; teachers should focus on the "wow" effect in the didactic process which will keep children motivated to learn; promote the idea of building bicycle paths to the school.

The Dutch parents focusen on their participation in the project as host families and allowance for their children to take part in the students exchanges. Eventually only one student and his parents preferred staying with a host family. Others would accept staying with host families conditionally, e.g only together with a friend. Our conclusion is staying with host families as optional. 

The intervieved Polish teachers focus on developing digital competences and increasing fluency in using English language.