Methodological description of the Innovative class
COVID-19 as a game changer in transport and mobility. A game approach.
Overview of the class
In this class, we will focus on the impact of the COVID-19 pandemic on transport and mobility through a game approach teaching method. The lectures and seminars will be organized exclusively online, hence why the game approach is the most suitable to engage all participant students without them losing focus and/or interest. The purpose is to teach while students are feeling inspired and motivated to learn, rather than constrained.
The teaching – in the sense of knowledge transfer – will be accompanied by short videos relevant to topic. There will be real videos related to the events studied (from news networks, european institutions, national authorities etc.), but also short animated videos that will explain certain causality links between the analyzed data and events. With a video support, information will be more accessible to students, better understood and better remembered.
For this particular course, access to apps such as https://codeoftalent.com and www.pointagram.com would be essential, both for teaching and grading students. The students and the teacher(s) will also have a platform where they can communicate outside the class, both privately and as a group.
The activities will be individual, but also group-based (2 to 9 students per group, depending on the total number of students enrolled), with each group given a specific task, designed as a game on a point-based evaluation system. For each class, there can be no less than 4 students and no more than 18. There will be no final examen as the students will be evaluated throughout its duration. Furthermore, in order to evaluate the efficiency of this course, the students will also have the opportunity to evaluate it by filling in recurring mini-surveys, designed to get their feed-back, but also to boost their engagement.
Objectives of the class
Throughout this course, students are expected to acquire knowledge about the impact of COVID-19 on transport and mobility – ex. the main challenges the pandemic raised, the decision making process and the shortcomings of national and european institutions in managing the crises, the short-, medium-, and long-term effects (economical, political, social), etc. – but also to acquire the necessary skills to help them better assess, predict and find innovative solutions when faced with other potential disruptors that might have an impact on transport and mobility. In this particular class, we will focus on the effects of COVID-19 on transport and mobility, but the larger aim is to help students acquire both knowledge and skills, so it is necessary to set the information received in a bigger picture, therefore this class will be modeled around five „research questions”, one for each week of the class (apart from the first week, which will be an introductory class) as detailed below:
1.What happened?
– basic knowledge and data on the particular topic studied.
- What was done to manage the crises and by whom?
– basic knowledge and analytical thinking (especially the ability to make connections between events – consequences – management – impact).
- What industries/transport sectors were most affected and how?
– critical thinking, building up on their previous knowledge.
- What could have been done better?
– innovative thinking, lessons learned.
- What shortcomings can be avoided if an event with similar impact occurs in the future?
– innovative thinking, problem solving.
Time requirements
This class will be spread throughout 6 weeks – designed as 5 levels (as the first lecture will be solely an introduction) –with a gamified interface (one of those mentioned in the overview), with each mission completed bringing them closer to completion (example in Figure 1). For each week, there will be a two-hour course with a two-hour seminar dedicated to related activities, but students will also have the possibility to communicate with the teacher and with each other outside this fixed schedule. Individual learning – the mandatory readings and certain tasks – is not included in this, but will be encouraged by this particular system. One of the innovations of this teaching is that it extends beyond the fixed schedule and interactions between the students and the teacher is encouraged (for example, asking the teachers guidance with resolving specific tasks while actively doing them, not after).
Figure 1.
Furthermore, during each class there will be on-screen quizzes during the lecture so that the teacher can better assess the degree in which the students managed to familiarize themselves with the topics. If more than 30% of students answer more than 50% of the questions incorrectly, the same questions will be replayed during the next class. If a majority of students answer incorrectly the same question(s), the respective topic(s) will be discussed in class until they are clear for all students. Additional material may be presented to students on the respective topics. Thus, by introducing these quizzes, the teacher can have a clearer picture on where the student is situated on the learning scale and can customize the class accordingly and effectively.
By organizing this course in this particular manner, the students will have a sense of progress and achievement without ever feeling they are being forced to learn and this will also support the continuous evaluation process. The rewards will consist of points with a maximum of 25 points per level, and the points at the final of the class will represent the grade given, while each student and/or group can constantly see where they situated in comparison with their colleagues (not the exact points, just their place in the hierarchy). Also, each student will be awarded 1 point for each class they attend (6 in total), apart from the tasks they solve. This level of transparency in grading and the sense of impartiality will further motivate the students and will enhance productive (and hopefully innovative) competition. The student/s that earned the most points will also receive a badge, similar to a medal (that could be accompanied by a letter of recommendation from the teacher).
Presentation of the Code of Talent Application
Presentation of the Pointagram Application – Gamification Demo
Class Structure
Week 1
Given the novelty and complexity of this particular course, the first lecture will solely consist of a short introduction of the topic and a presentation of the activities and of the evaluation process. A short quiz will be conducted at the final of the lecture, but the points will not be taken into consideration for the final grade. It will be an „exercise” solely quiz.
Short introduction:
Key terms: transport, travel, mobility, tourism, migration, shock mobility.
Brief summary of the class. The COVID-19 pandemic was a „black sawn” type event (low probability and high impact) that generated crises in virtually all sectors, with transport and mobility taking a particularly strong blow. Starting with the months of February and March 2020, states affected by the pandemic started to close their border to civilian transport, but also severely limited commercial cargos and the export of medical equipment. During this pandemic, we have also witnessed the so-called „shock mobility” – defined as sudden human movements made in response to acute disruptions, such as the COVID-19 pandemic –in Europe and throughout the world. This course will also introduce the concept of shock mobility and how it challenges decision-makers, societies and specific groups.
This introduction will be followed by a presentation of the equipment and activities, such as described in the overview and the objectives sections.
Set up and activities:
Access to https://codeoftalent.com or www.pointagram.com should be granted before the start of this course, as they will be used throughout the entire six weeks. The teacher will explain to the students how the respective apps function and how they will be used for the continuous evaluation.
The online meetings serviced used should have a pop-up on screen quiz function (for example, Zoom has a “Poll” function that allows students answer multiple choice questions), so that the teacher can evaluate right during the lecture if the students have correctly understood the main concepts before moving forward with the lecture.
The main activity during this first class, apart from the quiz, will consist of following a short video made by The Economist (7 minutes), regarding the future of transport and mobility: ”Covid-19: why travel will never be the same”, followed by a small debate.
Directions:
The students will be asked to familiarize themselves with the apps and to address all questions regarding their features to the teacher. They will be able to choose avatars for their own profile. At the end of the lecture, they will be asked to give verbal feedback in regard to the information presented and the format of the class. They will also be asked to go through the mandatory readings before next class, as next quizzes and activities will rely on them.
Mandatory Readings:
GAUB, Florence, BOSWINKEL, Lotje, ”GEOPOLITICAL GAME-CHANGERS IN THE MAKING”, in HOW COVID-19 CHANGED THE FUTURE, European Union Institute for Security Studies (EUISS) (2020), available online at: https://www.jstor.org/stable/resrep28676.6?refreqid=excelsior%3A2634c4b8466a4b3ce66ff8537d4094a4&seq=1#metadata_info_tab_contents
XIANG, Biao, NYBER SORENSEN, Ninna, ”SHOCK MOBILITY. Long-term impacts of the COVID-19 pandemic and lock-down”, Danish Institute for International Studies, August 2020, available online at: https://www.diis.dk/en/research/shock-mobility
Webinar Covid-19 and the Transformation of Migration and Mobility, organized by IOM – UN Migration, available online at: https://www.youtube.com/watch?v=mqEOxvvEXkE
Week 2/Level 1 – Difficulty level : Beginner
What happened?
Key terms: lockdowns, restrictions, public transport, european transport networks, international transport, tourism.
COVID-19 acted as a disruptor to transport and mobility – for public actors, individuals and businesses alike. In what ways did the pandemic affect transport and mobility for each actor? Are the implications short-termed or did they change patterns in transport and mobility in the long run? If so, which ones? This class will focus on answering these questions by presenting the evolution of lockdowns (with a particular focus on Europe) and on explaining the main challenges risen from the limitation imposed on transport and mobility and their foreseeable short-, medium- and long-term effects, while engaging students in debates.
Set up and activities:
The on-screen pop-up quizzes will be present on screen and questions will revolve around making connections between the concepts presented in the first class with the data presented in the second one. These pop-up quizzes do not factor into the final grading, but are used solely to help the teacher better adapt her/his lecture to the audience (ex. repeat certain information, go more in depth on a specific topic, etc.).
Visual support will be offered to help the information set in – an animated video with the evolution of lockdowns in Europe is desirable and their effects on national and trans-national transport, using public available data from www.statista.com , www.reuters.com and https://ec.europa.eu/info/live-work-travel-eu/coronavirus-response/timeline-eu-action_en .
The main in-class activity will require teaching students how to use the Community Mobility Reports (https://www.google.com/covid19/mobility/), that show movement trends by region, across different categories of places, as their first mission will consist of drawing conclusions from using the respective data.
Directions for next class:
Students will be divided into small groups of 2 and will be given one task meant to assess their ability to use the community mobility reports and to draw causality links between certain measures adopted at the national, regional or european level and the data extracted from there (example: how a specific lockdown measure affected different regions of a certain country on certain dimensions). Completing the task will earn each team the 15 points. They will also be asked to go through the mandatory readings before next class, as next quizzes and activities will rely on them.
Mandatory Readings:
KIM, Karl, ”Impacts of COVID-19 on transportation: Summary and synthesis of interdisciplinary research”, in Transportation Research Interdisciplinary Perspectives¸ 2021, available online at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7813510/
Mobility, transport and coronavirus briefing (EPRS), available online: https://www.europarl.europa.eu/RegData/etudes/BRIE/2020/651908/EPRS_BRI(2020)651908_EN.pdf
Overview of the Timeline of EU action, available at: https://ec.europa.eu/info/live-work-travel-eu/coronavirus-response/timeline-eu-action_en
Week 3/Level 2 – Difficulty level: Intermediate
What was done to manage the crises and by whom?
Key terms: European Union, flow of goods, tourism, vaccine passports, posted workers.
In this particular class, we will focus on measures undertaken mostly by, but also within, the European Union. The main purpose is to establish which institutions/organisms/entities are responsible for managing different sectors affected by the crises and what has been done in the last 18 months.
While air transport was the first affected in March 2020, with flight bans and travel restrictions imposed by states, many EU Member States subsequently reintroduced border controls at internal borders on the ground. By April 2020, all EU Member States had adopted restrictive measures and introduced some border/travel restrictions. These containment restrictions have been at times relaxed, but never completely lifted, while they caused and still cause (although to a lesser degree now) a severe impact on the flow of goods and on tourism, but also on the wellbeing and welfare of posted workers.
In this particular class we will focus on what the EU has done to coordinate these measures, to ease their economic blow and to contain the health crises. In order for the students to understand the bigger picture, a power point will be introduced in this lecture, with each sheet representing a month (starting with March 2020) of EU decision making.
Set up and activities
The on-screen pop-up quizzes will be present on screen and questions will revolve around decisions made at the national level and at the EU level, to test their acquired knowledge and if they had gone through the mandatory readings.
The power point mentioned above will be made available to students during and after the class.
After the power point presentation, a short video will be made available to students before the debate (details below) regarding Europe’s Vaccine Passports:
The main in class activity will be a debate concerning the green passports introduced during the summer of 2021. There will be 2 teams, each with a single speaker, having to coordinate their responses through the app of choice, while the teacher can oversee all activity, but each team can only see the dialogue between its own teammates. One team will have to bring arguments in support of the green passports, while the other will have to bring against (all related to their implications for transport and mobility within the European Union). For this activity, each member of either group can receive up to 10 points. During this process, their knowledge will be tested, but also their critical and creative thinking.
Directions:
Students will be asked to go through the mandatory readings, choose a specific transport sector or sub-sector and write a short presentation (1,2 pages) regarding the impact of COVID-19 and make it available to their classmates before the next class, including the references used. All subjects will go through the teacher, as to avoid duplications. This task is worth 5 points.
Mandatory readings:
ABU-RAYASH, Azzam, DINCER, Ibrahim, „Analysis of mobility trends during the COVID-19 coronavirus pandemic: Exploring the impacts on global aviation and travel in selected cities”, in Energy Res Soc Sci., 2020 Oct, available online at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7365059/
SUBRAMANYA, Karthik, KERMANSHACHI, Sharareh, ”Impact of COVID-19 on Transportation Industry: Comparative Analysis of Road, Air, and Rail Transportation Modes”, in ASCE International Conference on Transportation & Development Proceedings, January 2021, available online at: https://www.researchgate.net/publication/348607659_Impact_of_COVID-19_on_Transportation_Industry_Comparative_Analysis_of_Road_Air_and_Rail_Transportation_Modes
Impact of the Covid 19 on the Transport Industry Research Paper, Chapter 1 – The Impact of Covid-19 per Transport Sector, pp. 7-14, available online at: https://www.ituc-csi.org/IMG/pdf/impact_of_covid-19_on_tranportation.pdf
Week 4/Level 3 – Difficulty level: Experienced
What industries/transport sectors were affected most and how?
Key terms: aviation, maritime transport, land transport, logistics, e-commerce, customs.
If in the previous lectures we’ve focused on how different states/regions were affected by the global pandemic and on the measures adopted by state and non-state actors (that impacted the transport and mobility sector in general), in this one we will focus on how particular industries were impacted by the measures that ensued. The COVID-19 crisis caused major disruptions in both public and commercial transport, while the impact on goods, services and production nodes was made worse with shortages of products (especially in the early stages of lockdowns, with the tendency towards stockpiling). The measures adopted by governments, as well as this negative demand shock, has affected all sectors (and sub-sectors) of transport:
- Land transport – Roads and rails (both for passengers, as well for cargos, with volumes going substantially down);
- Maritime transport (with crew movements being constrained, container shipments and freight prices plummeted);
- Air transport (as the market for passenger airline services collapsed, a dramatic reduction in capacity for air freight capacity followed).
Each sector will be individually analyzed, as well as sub-sectors of transport logistics (such as supply chains, e-commerce and customs).
Set up and activities
The on-screen pop-up quizzes will continue to be present and questions will revolve around making connections between restrictions adopted (presented in the previous lecture) and their effects on certain transport sectors.
A series of short videos will be presented – for sectors and sub-sectors affected – and students will be asked to assess differentiation between the impact of restrictions on transport sectors and logistics sub-sectors and to make predictions on how these transformations will shape transport and mobility in the foreseeable future.
COVID-19’s Impact on Supply Chains
Effects of COVID-19 on Logistics and E-commerce industry:
Directions:
Each student will be asked to choose and European country and to select as new avatar the respective flag in the app of choice. Their task will consist of tracking – for the first six months of 2021 – the rate of vaccinations for the respective country on one side, and the imposition/lifting of transport and mobility-related restrictions on the other side. Based on this data, each student will draw a chart that will include one line for vaccination rate and one line for transport and mobility-related restrictions (on a quantitative basis). Each student will receive 15 points for drawing this chart and make it available in the respective app for all participants and for the teacher. An additional 5 points will be awarded to all students that – on a voluntary base – use the collected data and work as a group to conduct a macro-analysis to determine the correlations between vaccination rates and mobility within and outside the respective countries based on indicators of their own choice (they can consult with the teacher at any given time).
Mandatory readings:
BENTON, Meghan, BATALOVA, Jeanne, DAVIDOFF-GORE, Samuel, SCHMIDT, Timo, COVID-19 and the State of Global Mobility in 2020, IOM UN Migration Publication Platform, 21 April 2021, available online at: https://publications.iom.int/books/covid-19-and-state-global-mobility-2020
SUSILO, Yusak, FLODEN, Jonas, GEURS, Karst, ” Six lessons from first year COVID-19 restrictions: what can we do better in the future?”, in European Transport Research Review, volume 13, Article number: 48 (2021), available online at: https://etrr.springeropen.com/articles/10.1186/s12544-021-00513-2 (open access)
European Mobility Atlas 2021 – Facts and Figures about Transport and Mobility in Europe, available online at: https://eu.boell.org/en/European-Mobility-Atlas
Week 5/Level 4 – Difficulty level – Expert
What could have been done better?
Key terms: human mobility, border management, security, displacements, refugees, asylum seekers, migrant workers.
At the start of the pandemic, the governments and authorities did not have the luxury to run a thoughtful risk management approach, and instead moved quickly to close borders and adopt other restrictive measure that had a strong impact on transport and mobility. Theirs decisions have reshaped border management and human mobility beyond the early stages of the pandemic and have generated lasting ramifications. In this particular class, we will identify and analyze the shortcomings of those governments and authorities in managing the pandemic (in its early and most recent phases) and we will focus on their impact on human mobility and human security, with a particular emphasis on the most vulnerable categories.
The COVID-19-related travel measures and border closures have had far-reaching impacts on travelers, migrants, displaced persons, asylum seekers and workers worldwide. By mid-July 2020, IOM estimated that the pandemic had left nearly 3 million people stranded, sometimes without access to consular assistance, means to ensure they did not slip into irregular status or sufficient resources to meet basic needs. Travelers were stranded abroad and awaiting repatriation, migrant workers were getting locked out of destination countries where they might have performed seasonal or temporary work, displaced people were facing severe difficulty in fleeing conflict and disaster zones across borders, and asylum seekers were struggling to access the procedures to apply for international protection. The pandemic did not affect everyone in the same way and to the same extend and, furthermore, it has exacerbated the socioeconomic vulnerability of people whose mobility constraints have been amplified.
Starting from there, we will identify – the teacher, together with the students – what could have been done better. It will be a post-mortem type of analysis, meant to identify the causes of failure and how to prevent them in the future, which will engage students and will help them develop their analytical and critical thinking. The purpose of this exercise it to find innovative solutions for similar crises.
Set up and activities:
Apart from the regular on-screen quizzes, the students will be taught to conduct a postmortem analysis. Depending on the number of students in the class, 3 to 5 groups of 2 to 3 people, each with a specific task. The tasks will be given as follow to the groups:
- Task 1 – A comprehensive list of issues that could have been better.
- Task 2 – Identification of the few, major issues that caused the most negative outcomes for the most vulnerable groups.
- Task 3 – Identification of the decisions that produced the most positive outcomes for the most vulnerable groups.
- Task 4 – Non-obvious learnings that specific governments and authorities can act on.
- Task 5 – Accountability for action steps that will improve results for the next crises.
*If there are less than 5 groups, tasks 2 and 3 can be solved by a single group. If there are less than 4 groups, tasks 4 and 5 can also be solved by a single group.
All groups must communicate with each, with the teacher overseeing their activity and having the possibility to interfere. The students will use the application, as for all other tasks that earn them points, to coordinate their findings and they will have an hour to organize their arguments. Half an hour will be allocated for the debate, with each group having a sole designated speaker. Their activity will be graded based on an assessments scale made available at the end of the debate. This task is worth 10 points.
At the end of the class, students will watch a video, meant to help them with their task for the next class:
Directions:
Students will be asked – as a group – to draw an interactive map using the app meant to track the vaccinations rate throughout the world. They can divide the work by assigning each student a specific country or regions, but they will be the ones deciding how they split the responsibilities. All students will have access to this map at all times.
Students will be asked to redo the task from level 2 – pros and cons of the green passport – but in what concerns the impact on transport and mobility from outside to the European Union. This task will be solved individually. After all materials have been submitted through the app, they will be made available for the entire class.
These tasks will earn each student 15 points.
Mandatory readings:
CHRISTIDIS, P., CHRISTODOULOU, A., NAVAJAS-CAWOOD, E, CIUFFO, B., ”The Post-Pandemic Recovery of Transport Activity: Emerging Mobility Patterns and Repercussions on Future Evolution.”, in Sustainability 2021, 13, available online at: https://doi.org/10.3390/su13116359
SCHMIDT Karolin, SIEVERDING Theresa, WALLIS, Hannah, MATTHIES, Ellen, ”COVID-19 – A window of opportunity for the transition toward sustainable mobility?”, in Transportation Research Interdisciplinary Perspectives, Volume 10, 2021, available online at: https://www.sciencedirect.com/science/article/pii/S2590198221000816
NOUSSAN, Michel, HAFNER, Manfred, TAGLIAPIETA, Simone, The Future of Transport Between Digitalization and Decarbonization, Springer, 2020, pp. 1-25, 51-69, available online at: https://library.oapen.org/handle/20.500.12657/37703
Urban Mobility Next #2. Short version: urban mobility strategies during COVID-19., available online at: https://eit.europa.eu/news-events/news/eit-urban-mobility-released-study-urban-mobility-strategies-during-covid-19
Week 6/Level 5 – Difficulty level: Super Expert
What shortcomings can be avoided if an event with similar impact occurs in the future?
Key terms: digitalization, innovation, urban mobility, infrastructure, climate change, sustainable transport.
To enhance the resilience of the transport and mobility sectors and sub-sectors, action must be taken before crises hit. The COVID-19 pandemic can be used to draw valuable lessons on what can and should be improved to limit the negative impact of future crises that could cause major disruptions in transport and mobility. Those lessons (some of which have been discussed in the previous class) can be harmonized with the Sustainable Development Goals and the climate changes pledges made in the Paris Agreement. Digitalization and innovation are at the core of these transformative infrastructure changes, both for urban mobility, as well as for international transport. Potential game changers include Mobility-as-a-Service, shared mobility, autonomous vehicles, and other effects of extra-sector digital technologies (such as online platforms, virtualization, e-commerce, etc.). Enhanced international, regional, and sub-regional cooperation and coordination is vital to achieve these changes in a conceivable amount of time, as research and development are fast-tracked when communities and stakeholder come together.
Set up and activities:
During this class, the on-screen quizzes will integrate topics from all the six weeks of lectures, so that the teacher can go through again some particular topics if the majority of students had trouble understanding and memorizing them. As always, they will not factor into their grade.
The main in class activity will consist of drawing scenarios for the future, setting 2040 as a time frame. The students will work a sole group and will have the task to find and articulate innovate solutions to enhance to resilience of the european infrastructure – both physical and digital – while taking into consideration the Paris Agreements pledge and the UN Sustainable Developments Goals (that will be presented in class and made available through the app used), as well as other existing limitations (ex. disparities in development between member states). Through the app, an interactive timeline will be made available and students will be able to fill each year with a proposed solution, while the app with keep track of which students proposed a particular solution and how many solutions were proposed by each student. The task will earn each participant a maximum of 24 points and innovative thinking based on the knowledge they gained during this course will be the main criteria for evaluation.
The completion of this task will be followed by a final debate and, before the final ”awards ceremony” organized at the end of the class, students will follow a video regarding the future of logistics:
At the end of the final class, the hierarchy will be finalized (with all the points earned by each student during this course), but only the three front-runners will have their score visible in the application, while for the other a simple pass or fail will be made available (while each of them will privately receive their final score). The first three will receive virtual medals (gold, silver and bronze) and a letter of recommendation from the teacher.
Recommended readings:
ABU-RAYASH, Azzam, DINCER, Ibrahim, „Analysis of mobility trends during the COVID-19 coronavirus pandemic: Exploring the impacts on global aviation and travel in selected cities”, in Energy Res Soc Sci., 2020 Oct, available online at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7365059/
BENTON, Meghan, BATALOVA, Jeanne, DAVIDOFF-GORE, Samuel, SCHMIDT, Timo, COVID-19 and the State of Global Mobility in 2020, IOM UN Migration Publication Platform, 21 April 2021, available online at: https://publications.iom.int/books/covid-19-and-state-global-mobility-2020
CHRISTIDIS, P., CHRISTODOULOU, A., NAVAJAS-CAWOOD, E, CIUFFO, B., ”The Post-Pandemic Recovery of Transport Activity: Emerging Mobility Patterns and Repercussions on Future Evolution.”, in Sustainability 2021, 13, available online at: https://doi.org/10.3390/su13116359
European Mobility Atlas 2021 – Facts and Figures about Transport and Mobility in Europe, available online at: https://eu.boell.org/en/European-Mobility-Atlas
GAUB, Florence, BOSWINKEL, Lotje, ”GEOPOLITICAL GAME-CHANGERS IN THE MAKING”, in HOW COVID-19 CHANGED THE FUTURE, European Union Institute for Security Studies (EUISS) (2020), available online at: https://www.jstor.org/stable/resrep28676.6?refreqid=excelsior%3A2634c4b8466a4b3ce66ff8537d4094a4&seq=1#metadata_info_tab_contents
Impact of the Covid 19 on the Transport Industry Research Paper, Chapter 1 – The Impact of Covid-19 per Transport Sector, pp. 7-14, available online at: https://www.ituc-csi.org/IMG/pdf/impact_of_covid-19_on_tranportation.pdf
KIM, Karl, ”Impacts of COVID-19 on transportation: Summary and synthesis of interdisciplinary research”, in Transportation Research Interdisciplinary Perspectives¸ 2021, available online at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7813510/
Mobility, transport and coronavirus briefing (EPRS), available online: https://www.europarl.europa.eu/RegData/etudes/BRIE/2020/651908/EPRS_BRI(2020)651908_EN.pdf
NOUSSAN, Michel, HAFNER, Manfred, TAGLIAPIETA, Simone, The Future of Transport Between Digitalization and Decarbonization, Springer, 2020, pp. 1-25, 51-69, available online at: https://library.oapen.org/handle/20.500.12657/37703
Overview of the Timeline of EU action, available at: https://ec.europa.eu/info/live-work-travel-eu/coronavirus-response/timeline-eu-action_en
SCHMIDT Karolin, SIEVERDING Theresa, WALLIS, Hannah, MATTHIES, Ellen, ”COVID-19 – A window of opportunity for the transition toward sustainable mobility?”, in Transportation Research Interdisciplinary Perspectives, Volume 10, 2021, available online at: https://www.sciencedirect.com/science/article/pii/S2590198221000816
SUBRAMANYA, Karthik, KERMANSHACHI, Sharareh, ”Impact of COVID-19 on Transportation Industry: Comparative Analysis of Road, Air, and Rail Transportation Modes”, in ASCE International Conference on Transportation & Development Proceedings, January 2021, available online at: https://www.researchgate.net/publication/348607659_Impact_of_COVID-19_on_Transportation_Industry_Comparative_Analysis_of_Road_Air_and_Rail_Transportation_Modes
SUSILO, Yusak, FLODEN, Jonas, GEURS, Karst, ” Six lessons from first year COVID-19 restrictions: what can we do better in the future?”, in European Transport Research Review, volume 13, Article number: 48 (2021), available online at: https://etrr.springeropen.com/articles/10.1186/s12544-021-00513-2 (open access)
Urban Mobility Next #2. Short version: urban mobility strategies during COVID-19., available online at: https://eit.europa.eu/news-events/news/eit-urban-mobility-released-study-urban-mobility-strategies-during-covid-19
Webinar Covid-19 and the Transformation of Migration and Mobility, organized by IOM – UN Migration, available online at: https://www.youtube.com/watch?v=mqEOxvvEXkE
XIANG, Biao, NYBER SORENSEN, Ninna, ”SHOCK MOBILITY. Long-term impacts of the COVID-19 pandemic and lock-down”, Danish Institute for International Studies, August 2020, available online at: https://www.diis.dk/en/research/shock-mobility
The article is part of the development of a study on the application of the game approach in logistics and transport training (Output title O4) under the Erasmus+ strategic partnership project “Building an innovative network for sharing of the best educational practices, incl. game approach, in the area of international logistic and transport”, Project number: KA203/HE25/13.09.2019