Initiative details
In Hungary, traffic education is included in the National Curriculum for primary schools (grades 1–8). However, only a limited number of lessons are devoted to this topic – on average three lessons per year – and teaching focuses mainly on theoretical knowledge. Although children are legally allowed to cycle on public roads (except on main roads before the age of 12), many are not adequately prepared for individual, independent and safe cycling.
Recognizing the importance of theoretical and practical cycling education, the Bringasuli team has been developing educational materials, methodologies for cycling education in primary schools (with a focus on 9–12-year-old pupils), and training-of-trainers programmes to equip teachers with the skills needed to deliver practical cycling training.
Since 2016, through two Erasmus+ projects, Bringasuli has developed a comprehensive cycling education programme and organised several training-of-trainers courses for teachers. As a result, a methodology for practical cycling education in primary schools became available. However, there was no opportunity to implement the programme on a national scale.
In 2024, with the support of Active Hungary, a pilot programme was launched to test and further refine the Bringasuli methodology. The positive results of the pilot led to a much more ambitious initiative for 2025–2026, aiming to involve 12,000 children in a nationwide practical cycling education programme.
The programme targets pupils in grades 4–6 and aims to provide them with practical cycling skills that will enable them to cycle individually, independently and safely in everyday traffic.
Recognizing the importance of theoretical and practical cycling education, the Bringasuli team has been developing educational materials, methodologies for cycling education in primary schools (with a focus on 9–12-year-old pupils), and training-of-trainers programmes to equip teachers with the skills needed to deliver practical cycling training.
Since 2016, through two Erasmus+ projects, Bringasuli has developed a comprehensive cycling education programme and organised several training-of-trainers courses for teachers. As a result, a methodology for practical cycling education in primary schools became available. However, there was no opportunity to implement the programme on a national scale.
In 2024, with the support of Active Hungary, a pilot programme was launched to test and further refine the Bringasuli methodology. The positive results of the pilot led to a much more ambitious initiative for 2025–2026, aiming to involve 12,000 children in a nationwide practical cycling education programme.
The programme targets pupils in grades 4–6 and aims to provide them with practical cycling skills that will enable them to cycle individually, independently and safely in everyday traffic.
Initiative date
to
Who was/is your target audience?
Children 0-16
Topic
Education in school or in community organizations
Organisation details
Bringakultúra Egyesület
Association
Hungary
Budapest
Contact name
Tamás ABELOVSZKY
Telephone number
+36304620181
info@bringasuli.hu
Website link
Project activities
If you work together with external partners, list the most important partners and briefly describe their role.
There are no external partners involved in the project.
Please describe the project activities you carried/are carrying out and the time period over which these were implemented.
The main activities to be carried out during the two-year project period are the following (see below for more details):
• organising training-of-trainers courses to involve as many teachers as possible in the programme;
• organising practical cycling education in primary schools;
• developing online educational materials for primary school pupils in Grades 1–4.
Training-of-trainers courses are organised for small groups of teachers (8–12 participants) to prepare them for delivering practical cycling education. The accredited 30-lesson course follows a blended-learning approach, consisting of 20 online lessons and 10 practical lessons. The online component focuses on the theoretical foundations of cycling education, including road safety rules and teaching methods. The practical component is based on a learning-by-doing approach. Led by master instructors, the training focuses mainly on playful exercises that improve cycling skills and prepare pupils for riding in real traffic conditions. While participating teachers practise the exercises themselves, the master instructors explain the methodology and provide a solid pedagogical background for implementing the programme.
In participating primary schools, trained teachers organise practical cycling lessons for pupils who wish to learn how to cycle independently and safely. Each pupil takes part in a total of six lessons in small groups (groups of 12): four lessons in a safe environment, usually in the schoolyard, where they playfully develop basic skills such as signalling, looking behind, braking and slalom riding, followed by two lessons on quiet neighbouring roads (groups of 6), where they can practise essential manoeuvres in real traffic conditions, including starting and stopping, and turning left and right.
As there are currently no dedicated educational materials available for traffic education in primary schools for grades 1-4, the project also aims to develop online educational resources focusing not only on cycling, but on active and micro mobility in general and the use of public transport in addition.
• organising training-of-trainers courses to involve as many teachers as possible in the programme;
• organising practical cycling education in primary schools;
• developing online educational materials for primary school pupils in Grades 1–4.
Training-of-trainers courses are organised for small groups of teachers (8–12 participants) to prepare them for delivering practical cycling education. The accredited 30-lesson course follows a blended-learning approach, consisting of 20 online lessons and 10 practical lessons. The online component focuses on the theoretical foundations of cycling education, including road safety rules and teaching methods. The practical component is based on a learning-by-doing approach. Led by master instructors, the training focuses mainly on playful exercises that improve cycling skills and prepare pupils for riding in real traffic conditions. While participating teachers practise the exercises themselves, the master instructors explain the methodology and provide a solid pedagogical background for implementing the programme.
In participating primary schools, trained teachers organise practical cycling lessons for pupils who wish to learn how to cycle independently and safely. Each pupil takes part in a total of six lessons in small groups (groups of 12): four lessons in a safe environment, usually in the schoolyard, where they playfully develop basic skills such as signalling, looking behind, braking and slalom riding, followed by two lessons on quiet neighbouring roads (groups of 6), where they can practise essential manoeuvres in real traffic conditions, including starting and stopping, and turning left and right.
As there are currently no dedicated educational materials available for traffic education in primary schools for grades 1-4, the project also aims to develop online educational resources focusing not only on cycling, but on active and micro mobility in general and the use of public transport in addition.
In terms of implementation, what worked well and what challenges did you need to overcome?
According to the feedback received from participating teachers, the 2024 pilot project demonstrated that the Bringasuli methodology is ready for implementation. Furthermore, the experience gained during the last one and a half years has clearly shown that the methodology is also suitable for delivering cycling education on a larger scale.
During the first two semesters of the project (spring and autumn 2025), considerably fewer teachers joined the programme than had initially been expected. Therefore, in September and October 2025 several additional training-of-trainers courses were organised in order to involve more teachers in the programme for the following year. Statistics showed that only around 30% of teachers participating in the training courses subsequently became active instructors within the programme.
Feedback collected from teachers revealed two main reasons for this low conversion rate. On the one hand, many teachers do not have sufficient capacity to organise cycling courses outside regular school hours. On the other hand, pupils often participate in numerous extracurricular activities in the afternoons, making it difficult to form groups.
In autumn 2025, the programme was also opened to individuals other than primary school teachers who were committed to cycling education to become cycling instructors. However, experience clearly showed that it is much more difficult for external instructors to organise activities in schools than for teachers who are already part of the school community. Based on these findings, only teachers are planned to be involved as instructors in future phases of the programme.
During the first two semesters of the project (spring and autumn 2025), considerably fewer teachers joined the programme than had initially been expected. Therefore, in September and October 2025 several additional training-of-trainers courses were organised in order to involve more teachers in the programme for the following year. Statistics showed that only around 30% of teachers participating in the training courses subsequently became active instructors within the programme.
Feedback collected from teachers revealed two main reasons for this low conversion rate. On the one hand, many teachers do not have sufficient capacity to organise cycling courses outside regular school hours. On the other hand, pupils often participate in numerous extracurricular activities in the afternoons, making it difficult to form groups.
In autumn 2025, the programme was also opened to individuals other than primary school teachers who were committed to cycling education to become cycling instructors. However, experience clearly showed that it is much more difficult for external instructors to organise activities in schools than for teachers who are already part of the school community. Based on these findings, only teachers are planned to be involved as instructors in future phases of the programme.
Evaluation
Please summarise how you have evaluated the initiative’s impact (e.g. social media reach, survey, feedback forms, statistics).
Based on feedback from teachers participating in the program (collected through surveys), it has been a real success in the primary schools involved. Pupils participating in the Bringasuli practical cycling lessons often ask for additional lessons, even though the program ends for them after six sessions. For this reason, we launched the “Bringasuli 2” lessons, which focus on more complex exercises in the schoolyard and more challenging traffic situations in real-life conditions.
Teachers emphasized that there is a need for this program to be available to every pupil nationwide. They also expressed their appreciation for the playful approach of the lessons, which gave them an opportunity to interact with children in a completely different way compared to regular classes. An additional benefit of the program is its contribution to local community building among pupils, teachers, and parents involved in the program.
Teachers emphasized that there is a need for this program to be available to every pupil nationwide. They also expressed their appreciation for the playful approach of the lessons, which gave them an opportunity to interact with children in a completely different way compared to regular classes. An additional benefit of the program is its contribution to local community building among pupils, teachers, and parents involved in the program.
What has been the effect of the activities?
Pure statistical data for the programme are as follows:
• 798 groups were organised in 2025/2026.
• 9,212 children have been involved in the project so far.
• 374 teachers were trained in 2025/2026, in addition to 253 teachers trained during 2022–2024.
• Approximately one-third of the above-mentioned teachers have been involved in the project since March 2025.
It is difficult to measure the effectiveness of the programme objectively, as pupils' cycling skills are not assessed before they join the lessons; the only requirement is that they possess basic cycling skills. Through participation in practical cycling lessons, pupils develop routine and confidence in riding a bicycle, which enhances their safety when cycling in real traffic and may contribute to reducing the risk of accidents.
• 798 groups were organised in 2025/2026.
• 9,212 children have been involved in the project so far.
• 374 teachers were trained in 2025/2026, in addition to 253 teachers trained during 2022–2024.
• Approximately one-third of the above-mentioned teachers have been involved in the project since March 2025.
It is difficult to measure the effectiveness of the programme objectively, as pupils' cycling skills are not assessed before they join the lessons; the only requirement is that they possess basic cycling skills. Through participation in practical cycling lessons, pupils develop routine and confidence in riding a bicycle, which enhances their safety when cycling in real traffic and may contribute to reducing the risk of accidents.
Please briefly explain why your initiative is a good example of improving road safety.
The Bringasuli methodology provides a comprehensive framework for cycling education. The main components of the ecosystem are as follows:
• A training-for-trainers course that prepares teachers to improve pupils’ basic cycling skills on the one hand and to teach basic theoretical knowledge (such as the fundamental rules of the road) on the other.
• A detailed curriculum for teachers to deliver practical cycling lessons, based on the practical component of the training-for-trainers course.
• A workbook provided to every pupil participating in the program, helping them learn basic traffic rules.
• Online educational materials, including interactive videos available on the Bringasuli website (https://bringasuli.hu/hu/quiz/3), which support the learning of basic traffic rules as well as practical cycling knowledge.
• Additional online resources, also developed by the Bringasuli team, are available on the National Educational Website (Nemzeti Köznevelési Portál) for grades 5–8. These resources focus not only on cycling but also on active and micromobility in general, as well as on public transport.
The comprehensive approach of the Bringasuli methodology, together with possible adaptations to local circumstances, can facilitate the implementation of cycling education anywhere in Europe and beyond.
• A training-for-trainers course that prepares teachers to improve pupils’ basic cycling skills on the one hand and to teach basic theoretical knowledge (such as the fundamental rules of the road) on the other.
• A detailed curriculum for teachers to deliver practical cycling lessons, based on the practical component of the training-for-trainers course.
• A workbook provided to every pupil participating in the program, helping them learn basic traffic rules.
• Online educational materials, including interactive videos available on the Bringasuli website (https://bringasuli.hu/hu/quiz/3), which support the learning of basic traffic rules as well as practical cycling knowledge.
• Additional online resources, also developed by the Bringasuli team, are available on the National Educational Website (Nemzeti Köznevelési Portál) for grades 5–8. These resources focus not only on cycling but also on active and micromobility in general, as well as on public transport.
The comprehensive approach of the Bringasuli methodology, together with possible adaptations to local circumstances, can facilitate the implementation of cycling education anywhere in Europe and beyond.
How have you shared information about your project and its results?
We primarily use our Facebook page to share information about the Bringasuli practical cycling education program with the wider public. We also encourage teachers involved in the program to share information about their local successes, for example, through their primary school's website or Facebook page. In many cases, school principals have published short articles about the program in local media (print, online, or social media) to inform the local community.
We also continuously share information with our professional partners to keep them informed about this unique initiative. While partners within this network are well informed, the program and its results are unfortunately not widely known among the general public.
We also continuously share information with our professional partners to keep them informed about this unique initiative. While partners within this network are well informed, the program and its results are unfortunately not widely known among the general public.
Supporting materials
