The paper presents the new concept on human–systems inclusion for designing, analyzing or evaluating human–machine systems and applied it to two case studies on rail flow control. Human–systems inclusion is related to the development of online learning abilities using pedagogical learning supports and aims at applying both automation-supported human and human-supported automation processes in which a human is supported by automation or automation is supported by a human, respectively. Different learning supports are proposed: accident reports, course supports, internet accesses, simulators, technical systems, etc. People are free to use or not to use them to learn alone, from the other or with the others. The first case study concerns automation-supported driving activities and focuses on the analysis of possible dissonances of use of two automated tools. The second case study consists of designing and validating a human-supported eco-driving assistance system.