Increasingly public bodies and organizations are publishing Open Data for citizens to improve their quality of life and solving public problems. But having Open Data available is not enough. Public engagement is also important for successful Open Data initiatives. There is an increasing demand for strategies to actively involve the public exploiting Open Data, where not only the citizens but also school pupils and young people are able to explore, understand and extract useful information from the data, grasp the meaning of the information, and to visually represent findings. In this research paper, we investigate how we can equip our younger generation with the essential future skills using Open Data as part of their learning activities in public schools. We present the results of a survey among Danish school teachers and pupils. The survey focuses on how we can introduce Open Data visualizations in schools, and what are the possible benefits and challenges for pupils and teachers to use Open Data in their everyday teaching environment. We briefly review Copenhagen city's Open Data and existing open source software suitable for visualization, to study which open source software pupils can easily adapt to visualize Open Data and which data-sets teachers can relate to their teaching themes. Our study shows that introducing Open Data visualizations in schools make everyday teaching interesting and help improving pupils learning skills and that to actively use Open Data visualizations in schools, teachers and pupils need to boost their digital skills.

Private and public institutions are using open and public data to provide better services, which increases the impact of open data on daily life. With the advancement of technology, it becomes also important to equip our younger generation with the essential skills for future challenges. In order to bring up a generation equipped with 21st century skills, open data could facilitate educational processes at school level as an educational resource. Open data could acts as a key resource to enhance the understanding of data through critical thinking and ethical vision among the youth and school pupils. To bring open data into schools, it is important to know the teacher's perspective on open data literacy and its possible impact on pupils. As a research contribution, we answered these questions through a Danish public school teacher's survey where we interviewed 10 Danish public school teachers of grade 5-7th and analyzed their views about the impact of open data on pupils' learning development. After analyzing Copenhagen city's open data, we identified four open data educational themes that could facilitate different subjects, e.g. geography, mathematics, basic science and social science. The survey includes interviews, open discussions, questionnaires and an experiment with the grade 7th pupils, where

Governments advocate for a modal shift from motorized transport modes to active modes. Various political approaches can be adopted to affect travel behavior and patterns. However, interventions spread across the entire population offer limited opportunities to achieve behavioral change. Furthermore, attitude has been shown to cut across demographic characteristics and strongly influence the conducted travel behavior. Therefore, a latent class analysis including significant sociodemographic variables and value-based attitudes concerning factors influencing transport, settlement, and additional priorities was performed. The study objectively identified five classes of Danish commuters with the same preconditions in terms of commuting distance but with clear differences in attitude and transport modes. Each latent class represents a unique combination of characteristics, which indicates the need to design target group-specific interventions to optimize the chances of influencing travel behavior. In particular, a group of malcontented motorists demonstrating a high intention to change exhibit negative feelings toward car travel and thus appear to act in contravention of their attitudes. In contrast, a class of immovable motorists was found, a class of beneficial commuters and finally two cycling dominated classes of passionate cyclists and environmentalist cyclists. Finally, this study has emphasized that similar attitudes can lead to dissimilar behaviors and that the same behavior can be exhibited for various reasons. We deduced how transport mode choice is influenced by various factors, with habit as one of the strongest, as those with strong habits seem disinclined to information about alternatives and call for “harder” policy interventions. The findings emphasize the importance of targeted interventions tailored to specific commuter groups to encourage modal shifts towards sustainable transportation.