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The purpose of this paper is to link economic value to urban green spaces to enhance the value of green urban spaces, along with the added benefit it can offer to the urban environment.

As part of the VALUE project (Valuing Attractive Landscapes in the Urban Economy, made possible by INTERREG IVB North West Europe, European Regional Development Fund, European Territorial Cooperation, 2007‐2013), this development approach was designed to enhance the planning of qualitative urban spaces by linking an economic value to green urban spaces, to enhance value and meaning.

Based on case studies conducted in The Netherlands, the approach proves that by linking an economic value to green urban spaces, space is considered differently, authorities tend to prioritize these spaces and additional spinoffs realize.

The notion of green‐value is subjective and differs between users, experts and between locations.

The paper provides local authorities with a new approach to spatial planning, considering the economic value of green urban spaces.

The paper transforms the way in which green urban spaces are valued and planned; by realizing the intrinsic value of green urban spaces, in terms of social, environmental and economic benefit.

The Value Added Planning approach stresses the need for qualitative planning processes that will enhance future economic value and sustainable development initiatives. The green environment is hard to quantify in terms of economic value, but it is this intrinsic value that can provide future benefit and sustainability in terms of place management and development.

Amersfoort Local Municipality implemented the workbench spatial quality method (referred to as workbench method) to enhance participation in green‐planning processes.

As part of the Valuing Attractive Landscapes in the Urban Economy project (made possible by INTERREG IVB North West Europe, European Regional Development Fund, European Territorial Cooperation, 2007‐2013), the method was evaluated based on its contribution to three core issues: understanding the value of green spaces; identifying these values; and planning for the enhancement of thereof.

Based on case studies conducted in Amersfoort, The Netherlands, this interactive method invites people to think about the use and experience values of spatial aspects and rate them according to importance and vulnerability. The method focuses on participatory planning and quality identification.

Assessment of the value of green space will differ between users, experts and between locations.

Meaningful participation processes enhance the sustainability and feasibility of urban development projects, as it captures the real use values and enhances green‐planning initiatives.

The workbench method is a communication tool that enhances social perspectives, social responsibility and awareness of values.

The workbench method stresses the need for participatory processes and the added value that these processes can have on urban development and future green‐planning initiatives. It furthermore identifies adequate ways of approaching participation to ensure successful implementation thereof. The workbench method report 2009 as compiled by the University of Applied Sciences Van Hall Larenstein contains all details and data of the study evaluating the workbench method in terms of stakeholder identification and level of involvement of these stakeholders.

Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.

In this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.

The results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.

The authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.

Policymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.

The authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.

This article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.

This paper aims to define a proposal of a theoretical–methodological framework aimed at supporting researchers in conducting studies on the topic of environmental mobility.

The complexity of environmental change and the frequent subsequent human mobility raises challenges in the research process. The variety of theoretical and methodological approaches that can be applied to each of the phenomena contributes to different layers of analysis when focusing on the decision-making process of migration due to environmental factors. Drawing from the theoretical and methodological frameworks used by scholars, this paper includes an analysis of how they are applied in empirical studies that focus on environmental change and mobility in the Middle East and North Africa (MENA) region.

Empirical studies in this field for the MENA region are focused on collecting and analyzing data but are not linking it with wider human mobility theoretical and methodological frameworks. The proposal included in this study privileges the use of a qualitative methodology, aimed at obtaining an overview of the individuals’ experience.

This study adds to existing overviews of empirical studies of environmentally induced mobility by analyzing in detail the dimensions used to frame the methodological and theoretical research approaches in the empirical studies used in different disciplines that study the environment and/or human mobility. The studies analyzed focus on the different countries in the MENA region, which has the highest level of forced migratory movements in the world while facing challenges in terms of environmental degradation.

This study aims to explore the use of knowledge sharing (KS) in delivering open social innovation (OSI) solutions for sustainable development in the context of economically marginalized, rural societies in India.

The study is guided by an exploratory, qualitative approach using an embedded case study design with four social enterprises. The study approaches the use of KS in three stages of OSI: (1) the stages of ideating and prototyping, (2) the initial stages of experimenting and business development and (3) the more current and future-oriented stages of organizations’ strategies for expanding market opportunities for maximizing impact.

The first stage used KS for collaborative efforts among diverse stakeholders to recognize the needs of marginalized people and ideate suitable ecological solutions. The social enterprises acted as orchestrators in this stage. The second stage involved a more dynamic role of KS in the refinement of social enterprises’ market offerings, generating additional innovations and value propositions, which diversified the scope of the social enterprises. This was facilitated by enterprises’ ability to be open systems, which change and evolve through OSI processes and KS. In the third stage, social enterprises’ use of KS was shifted towards future business development by expanding market opportunities with solutions that tackle complex societal and ecological problems, thereby contributing to sustainable development goals.

The present study contributes to studies on OSI, focusing on sustainable development and the role played by social enterprises operating in rural, economically marginalized areas, which have been an understudied phenomenon in the open innovation literature.