The Use of Impact Assessment Tools to Support Sustainable Policy Objectives in Europe
Bibliographic record
Abstract
Sustainable development has become an overall policy objective in Europe. The sustainability transition is seen as the process of coming to terms with sustainability in all its ecological, social, economic, and institutional dimensions. This challenging process is as much about new ways of knowing as it is about resource management and product innovation. I analyzed how scientific tools such as environmental, socioeconomic, and integrated models have been developed and used to provide a solid foundation for sustainable policy objectives. I used a scoping study to compare current impact assessment exercises and research policy cases within the European Commission (EC). Although the EC is recognized as having supported environmental policy integration for more than three decades, updated insight is relevant because the current impact assessment system within the EC is highly dynamic, involving frequent new policy commitments and institutional initiatives to strengthen its practice and quality within the last three years. In addition, a broad range of research projects have been initiated to support this process by developing new concepts and tools and linking them with actual policy initiatives. Finally, the focus on design and use of scientific tools will contribute to a better understanding of what hinders the tools from being relevant, accurate, and legitimate. For example, while being simplifications of reality, many scientific models remain so complex that they are seen as black boxes instead of transparent analytical tools. Consequently, research outcomes do not fully reach policy makers.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".