This thesis presents the development and simulation-based evaluation of GreenGrounds, a modular and participatory toolkit designed to support the implementation of Nature-based Solutions (NBS) in urban schoolyards. The research addresses a key gap in current NBS literature and practice i.e the lack of school-specific planning tools that combine ecological functionality with educational and governance relevance.

Using a design-based research (DBR) methodology, the study integrates three decision-support tools Cost Benefit Analysis (CBA), Multilevel Analysis (MLA), and Multi Criteria Decision Analysis (MCDA) alongside participatory planning templates adapted for children, educators, and school administrators. The toolkit's development is informed by a review of existing NBS frameworks and case studies across Europe.

To evaluate the toolkit’s usability, a simulated application will be conducted at ZŠ  School, a real urban school in Prague. Toolkit modules will be tested through role-based planning activities, financial modeling, and participatory design simulations. It is anticipated that GreenGrounds will effectively guide decision-making, foster inclusive stakeholder engagement, and adapt to the spatial and institutional constraints commonly encountered in school environments.

The toolkit’s strengths are expected to lie in its clarity, flexibility, and accessibility for non-expert users. MCDA will facilitate transparent prioritization of interventions, while MLA will help map governance responsibilities across stakeholder levels. CBA is projected to demonstrate the cost-effectiveness of NBS solutions over time. Visual and hands-on engagement methods are expected to be particularly effective for engaging younger users.

Although the simulation approach will provide valuable preliminary insights, future research will need to include real-world pilot testing to further refine and validate the toolkit’s components. GreenGrounds aims to contribute to a practical, scalable solution for enhancing climate resilience, biodiversity, and experiential learning in educational spaces.