EVIVA evaluates the educational opportunities that virtual learning environments (VLEs) offer for future interpreters and their clients. Research into the use of VLEs in interpreter training shows positive results, and their use to educate interpreter clients is emerging. However, these uses have never been evaluated systematically. ICT are now used to provide interpreting in business and community settings, and financial pressures are likely to create a shift away from traditional on-site interpreting towards ‘remote interpreting’. Future interpreters and their clients must therefore be able to work with ICT; using ICT in their training will help them acquire the necessary digital competence.Accordingly, EVIVA aims to evaluate three types of VLE—3D virtual worlds, videoconference- and video-based environments—in relation to the professional requirements for interpreters and their clients. The specific objectives are1. To investigate:a. the efficiency of VLEs and how they support different learning activitiesb. how learners from diverse backgrounds learn by using VLEsc. the user experience and the VLEs’ ability to simulate real-life conditions d. the VLEs’ ability to support the acquisition of digital competence; 2. To develop innovative evaluation methods for 1a-d, by combining traditional methods of interpreter assessment with research methods such as introspection, corpus analysis and visual analytics;3. To use the results of 1 and 2 to formulate design recommendations and guidelines for VLEs in interpreting.EVIVA seeks to improve the education of interpreters and their clients. Given the role of ICT in professional interpreting, the evaluation of relevant VLEs is a key step towards achieving this aim. By evaluating educational solutions that reflect real-life situations, EVIVA contributes to bringing together the worlds of work and education. Its outcomes will inform VLE design and will thus be highly transferable to other fields of education.