As mobility systems evolve, their design must enable people to adapt to disruptions in their daily lives and routines, making social resilience a vital yet underexplored focus. This is why this study investigates the question: What are the challenges when designing for social resilience in local mobility services? Semi-structured interviews with seven mobility experts revealed the need for a shift from prioritising organizational resources to enhancing social capacity, emphasising individuals’ strengths and established routines. The main challenges for urban planners and developers to achieve this were identified through a lack of guidelines for incorporating social sustainability into mobility planning, that in turn renders difficulties in employing qualitative methods tailored for enabling citizen and stakeholder engagement, as well as developing deeper understandings of local, social life. These findings are illustrated in this article through five design implications, each highlighting strategies to integrate social resilience into mobility systems, ensuring they are responsive and supportive of the communities they serve. © 2025 The Author(s).

Urban Living Labs (ULL) is increasingly applied to tackle wicked design challenges in smart cities and smart mobility contexts. A persisting challenge for ULLs in urban contexts is creating engagement and scale research insights and design findings. Drawing on a case study concerned with the co-design of future mobility services where private and public sectors collaborated to explore future mobility in two different user communities, we explore co-design and scaling dynamics on the micro-level from a participatory infrastructure perspective. Based on the findings, we introduce the concepts of patching and cogitation. Cogitation is defined as a reflective state, which revolves around the act of embracing co-design methods and logic to address a design challenge. Patching is described as an activity that aids in scaling findings and insights from ULLs to support cogitation within the ULL, and the sustaining of findings into other contexts. We argue that the concepts of patching and cogitation can help researchers and practitioners understand the micro-dynamics of engaged co-design and scaling dynamics and provide support when planning, managing, and analysing participatory infrastructures such as ULLs. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Human approaches to the future of urban mobility in everyday contexts are urgently required if we are to develop sustainable human futures in mobility. A requirement in meeting this challenge will be transdisciplinary and long-term engagement with a broad range of stakeholders and communities, in order to negotiate and align opportunities, values, and desires for social change (Fors et al., 2022). In this chapter we argue that we can address this challenge by applying participatory human approaches that place the values, everyday practices, and environments of people at the centre of design. The chapter presents the development of a participatory and design anthropological methodology for future urban mobility through a project involving sustained engagement with industry, municipalities, and local communities in Sweden. Based on two consecutive projects grounded in two contrasting suburban areas in Sweden and involving long-term, iterative multi-stakeholder collaborations, the chapter provides a transferable methodology for developing automated future mobility in diverse contexts, communities, and environments, through socially sustainable transformation. © 2024 Walter de Gruyter GmbH, Berlin/Boston

This paper investigates elements of trust in autonomous vehicles (AVs). We contex- tualised autonomous vehicles as part of a socio-technical system to extend previous understandings of trust and explore trust in autonomous vehicles in concrete social contexts. We conducted online co-creation workshops with 22 participants, using design probes to explore trust and AVs in relation to people’s everyday lives. Us- ing a systemic perspective, we show how trust and acceptance depend not only on the underlying AV technology but also - if not more so - on human-to-human rela- tionships and real-life social circumstances. We argue that when investigating issues of trust and automation, the scope of analysis needs to be broadened to include a more complex socio-technical set of (human and non-human) agents, to extend from momentary human-computer interactions to a wider timescale, and be situated in concrete spaces, social networks, and situations. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Purpose – This study aims to investigate how primary teachers, when taking part in digital didactic design (D³) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D³ can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach – During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D³ workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings – The results indicate that D³ has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-inpractice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications – This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications – As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers. 

Social implications – The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value – Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching.

This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers. © Pernilla Nilsson and Jesper Lund. 

This chapter explains how designing for future intelligent mobility systems is advanced by a human-centered approach, based in design anthropology. It provides an accessible introduction the theory and methodology of this approach, the production of ethnographic insights, and their translation into design probes for use workshops tailored to enable stakeholders to actively co-design future mobility and autonomous vehicle services and outlines the potentials and challenges of engaging diverse stakeholders—from industry and policy to the people who will use future technologies and services—in the development of future mobility. © 2021, Springer Nature Switzerland AG.

Managing successful digital innovation processes is a challenging task, especially when it involves heterogeneous actors with different sets of knowledge. By gaining a better understanding of how different architectural layers of digital technology interplay with digital innovation, we can be better prepared for managing the complex and messy processes that often arise when working with digital innovation. In this article, we therefore ask: How does the layered architecture of digital technology interplay with digital innovation processes? A case study approach was selected to studied events involving multiple actors in an innovation and development project called the Smart Lock project. The theoretical basis for our study is digital innovation from the perspective of knowledge exchange and relationships. A temporal bracketing strategy was used to support a process analysis of the case data. The article primarily contributes to the body of research concerning digital innovation and provides an example to practitioners of how digital innovation processes can be coordinated and managed based on the innovation at hand.

This paper focuses on challenges that arise because of the heterogeneous nature of digital innovation. These challenges are studied through a case study involving a two year long research and development project concerning the development of the e-newspaper concept and a demonstrator based on e-paper technology. To enable the exploration of these challenges, a multi-method approach was chosen. The paper is built using a two-step process; first, presenting a framework based on a review of related literature identifying characteristics and aspects of heterogeneity in digital innovation, and secondly, applying this framework into the analysis of the e-newspaper case. Based on the empirical findings, the paper presents a discussion which elaborates on how digital innovation can be organized in order to address the identified challenges with heterogeneity in digital innovation. Furthermore, it is suggested that digital technology targeted towards everyday use is inherently leading to innovation networks of heterogeneous actors as well as heterogeneous users of digital innovation. © 2017, IGI Global

The two-sided market of newspapers with its two customer groups, readers and advertisers, is changing due to digitalization. This former stable and profitable market has lately suffered from both decreasing subscription and advertiser revenue. In this paper we use the term ubiquitous media environments to represent the vision of future media environments enabling device independent mass-scale distribution of ubiquitous media services in integrated infrastructures. We build upon a two-year action research project where researchers worked together with the Swedish newspaper industry to envision future ubiquitous media services and explore the following research question: how can ubiquitous media services be designed to leverage and balance value in a two-sided market? Five examples of ubiquitous media services were developed in collaboration and thereafter evaluated. These services were then illustrated in movie clips to trigger discussions on how ubiquitous media services can be designed. Drawing on the value aspects of ubiquitous media services from an advertiser and reader point-of-view and the platform owner role of the newspapers in a future ubiquitous media environments, we describe and discuss how ubiquitous media services can be designed to leverage value for advertisers and readers, and how newspaper organizations can strategize ubiquitous media environments. © 2016 Universidad de Talca - Chile

Developing tailored digital interventions for exercise motivation by applying behavioral theory into existing web services in cooperation with the e-health industry could create a mutual base for experience exchange and practical implications. It could also add higher standards to e-health business by providing a scientifically sound and trustworthy foundation for digital solutions. This project aims to design an interactive tool grounded in sport and exercise psychology and combined with the latest expertise from information technology and innovation science, considering e-health industrial requirements and user needs. A main objective is to test the efficacy of using Self-Determination Theory (SDT) in designing, constructing and evaluating an exercise intervention. The digital intervention is based on a literature review mapping exercise motivation related to self-determination theory, complemented by qualitative cross-disciplinary interaction design methodologies, such as qualitative analysis of interviews and contextual observation capturing participant goals, behaviour, preferences, attitudes and frustrations. Intervention contents are essentially autonomy supportive structures, goal-setting support and relapse prevention, self-regulation structures, health information and web links. In February 2015 the intervention prototype will be pilot tested in a randomized controlled trial (RCT), involving existing members and clients (N > 10 000) of two health service companies. Outcomes relate to self-determined exercise motivation (The Basic Psychological Needs in Exercise Scale and The Behavioral Regulation in Exercise Questionnaire-2) and exercise behaviour, measured both by self-report measures (Godin Leisure-Time Exercise Questionnaire) and step counters. The RCT contains three measure points in order to allow advanced analyses of change and mechanisms based on the SDT-process model and motivational profiles. Latent growth curve and structural equation models will primarily be used to analyse data. This pilot study will create a baseline for elaboration into a second phase, were the digital tool will be further developed and longitudinally tested and evaluated over a nine months period. © 2015 University of Bern, Institut of Sport Science