A novel aspect of this project is that the researchers are engaged in developing and enacting the ULLs rather than simply studying them, with the participants. This type of action research (Whyte, 1991; Menny et al., 2018) recognises that the novel, better-embedded ULL approach needs to be tested under real-life conditions in the ULLs in Gdansk, Stockholm and Maastricht. Action research is an excellent method to understand sustainability transformation processes. In action research, a transformative intervention is organised, and the actual response is analysed. Therefore, we will set up a learning network or 'learning community' with citizens, urban planners and other relevant stakeholders, divided into two groups: Lab participants and a Lab reflection group. They jointly formulate learning questions and monitor the lessons.
To evaluate the impact of the experiments, our project uses semi-structured interviews, since they allow for in-depth exploration of the experience, reasoning and perspective of the interviewees before, during and after the experiment (Denscombe 2012). The questions can be tailored for every type of participant (e.g. citizens, policymakers, employers, etc.). In addition, collective monitoring and reflection workshops with stakeholders stimulate social learning, i.e. learning that goes beyond the lessons that individuals learn, and contributes to the development of shared meanings, complementary competencies and experiences on the effectiveness of policy incentives regarding, in this case, sustainable urban mobility infrastructures. Before-and-after stakeholder workshops will shed light on the (first) expected and (later) experienced challenges and learning outcomes of the experiment. As sound action research requires, the final learning questions and lessons of the experiments will be defined together. In addition, ethnographic work will study qualitative change in the learning network engaged in the experiment.