The proposed project-based learning approach is designed to actively cultivate students’ green competences as defined by the GreenComp framework. By engaging in a comprehensive analysis of urban mobility within a selected city, students are encouraged to apply systems thinking, develop critical awareness of sustainability challenges, and exercise agency in proposing context-sensitive solutions.

1. Systems and Critical Thinking
   Through the socio-economic and geographical profiling of the city, students learn to understand urban mobility as a complex, interconnected system. This fosters the ability to analyze interdependencies between transport, land use, demographics, and economic activities—core to systems thinking.

2. Sustainability Literacy and Problem Framing
   The assessment of existing mobility conditions and strategic frameworks (e.g., SUMP) enables students to identify sustainability gaps and frame mobility-related problems in a structured and evidence-based manner. This supports the development of critical thinking and sustainability literacy.

3. Collaborative and Participatory Skills
   Working in international teams enhances intercultural collaboration and participatory decision-making. Students learn to integrate diverse perspectives and co-create solutions, reflecting the GreenComp emphasis on collective action and civic engagement.

4. Agency and Strategic Action
   By designing and evaluating practical interventions, students exercise agency and strategic foresight. They learn to consider environmental, social, and economic impacts, stakeholder roles, and implementation pathways—key elements in translating sustainability principles into actionable plans.

5. Values-Driven Decision Making
   The final assessment of proposed solutions encourages reflection on ethical, ecological, and societal implications. This nurtures values-based judgment and responsible innovation, aligning with the transformative goals of GreenComp.