The main purpose of the youth exchange is to increase the media literacy and digital competence of the participants through a better understanding of populism and Euroscepticism. On the local level, we want to prove to the participants that media criticism is vital because otherwise misinformation will be used, which will worsen the position of minorities and disadvantaged people. We want to increase the participants' tolerance, mutual respect and cultural dialogue through bringing together different cultural, national and religious backgrounds. The focus of the Youth Exchange is directed at the common problem of all young people - how should an Internet-dependent young person have enough criticism to resist the increasing number of false information that takes ever-diminishing dimensions - be it for the creation of fake accounts in social media for political reasons or the creation of false information on websites. Bringing together young people from different backgrounds and directing them to discuss the problem they have raised, we believe that we will raise their awareness and use them in the future for the benefit of the local community. In addition to messages with purely informative purposes - if there are any more of them - you have to focus on a huge number of opinions, as well as on profitable advertising. It is impossible to acquire all of them and the choice between messages that should be integrated with previous knowledge and what to ignore should be aware of. Often, however, it is not at all aware of the risks posed by the media to oneself and to society as a whole, its ability to influence us to behave in the way that messengers want, not the way we do it. According to Professor W.James Potter's meta-studies, adult knowledge is also inadequate as to who is behind the media and what the impact of the media on the individual and society is and what is not known keeps people ignorant, which in turn allows the media to do many things with us without us we could even understand that. The aim of media criticism is not just to interpret good and bad information, but to select what is useful and what not - for example, an average European teenager spends less time studying at school and at home per week than on television and computer games, where often the information is useless for young people, if not even harmful . However, there is always no problem with ignorance, which can be quite easily corrected by media literacy, but with "autopilot" behaviour, where people know about the dangers, but nevertheless, do not consume the media consciously and critically. The lack of media criticism in society affects democratic processes, which in turn have brought all people with no negative consequences that they do not like in political decisions. Media and politics are always connected in a democratic society because they are in a competition where both try to overcome each other. Jean Piaget, one of the world's most renowned development pedagogues, has claimed that children will only be able to understand abstractness in their teens. Therefore, they may find it very difficult, if not impossible, to “understand” the media correctly and see beyond its' words or visual material. Partner organizations come from countries where a lack of media literacy has caused serious problems, and young people involved are still experiencing skills to differentiate between good and bad information - for example, Poland is experiencing right-radical movements; in Romania, media groups belong to "oligarchs" and politicians who use it negatively, but for the balance there are very democratic countries such as Estonia, Slovenia and Lithuania, where very good examples of how similar problems have been avoided so far thanks to strong civil society have been highlighted. During the youth exchange, we want to develop media criticism and digital competencies in particular, but to learn about the political system at local, national and global levels and to increase participants' tolerance towards other cultures. We increase media criticism and digital competence mainly through the planning, preparatory and follow-up phases, during which participants have to work with different platforms and solve problems that support searching, analyzing and interpreting information. To learn about the political environment, meetings are held with local politicians (rural municipality government, council, commissions), state-level politicians (MEPs, members of fractions), different workshops, simulations, games, artistic approaches such as visualization, acting, poetry, etc. Intercultural learning is ensured through collaborative activities within the project as well as by involving the local community, for example through a common cultural day.