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This paper models how women and men perceive the quality of interurban bus services and proposes a new methodology for detecting the highest priority service variables to act on. Service quality perception was modelled using both ordered logit and ordered probit models using data from revealed preference surveys. The methodology for detecting different priority levels uses the graphic representation of the relationships between influence in the model and average evaluation by users. The modification of certain variables increases the knowledge of how woman evaluate quality in bus services to help promote the use of interurban public transport. Statistical analysis of the data provides some conclusions such as: the proportion of users increases as age decreases for both men and women; and women seem to make shorter and more frequent trips than men. The best model for this data set was ordered logit. As expected, the most relevant variable is the relationship between quality and price. Other important variables are the condition of the bus and the frequency of service.

Nowadays, educational activities need to be oriented towards sustainable mobility as a tool to guarantee a better future for younger generations. Two focus groups (FGs) of children aged 10–12 years were formed, for the design, development, and evaluation of educational tools for gamification techniques on the subject of sustainable mobility. The study involved a group of children from three classes in the fifth-year of primary education at a school in the City of Burgos (Spain). The first focus group revealed the cognitive perceptions of the children toward sustainable mobility and their cognitive understanding of its need. The information was used in the design of learning activities of gamification techniques. The children in the second focus group, after the educational experience, were evaluated with regard to the knowledge they had acquired on the topic and changes in their attitudes. The basic knowledge of children before their participation in the research was limited to the environmental aspects of sustainable mobility, as we observed in the first focus group. Through the use of the gamification tools, the children acquired new concepts that clarified the importance of social and economic components linked to sustainable mobility, and they started to develop an awareness of how to play an active role in changing their behavior.

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