Learning for social-ecological change: a qualitative review of outcomes across empirical literature in natural resource management

Monika Suškevičs*, Thomas Hahn, Romina Rodela, Biljana Macura, Claudia Pahl-Wostl

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

21 Citations (Scopus)

Abstract

Learning is considered as a promising mechanism to cope with rapid environmental change. The implications of learning for natural resource management (NRM) have not been explored in-depth and the evidence on the topic is scattered across multiple sources. We provide a qualitative review of types of learning outcomes and consider their manifestations in NRM across selected empirical literature. We conducted a systematic search of the peer-reviewed literature (N = 1,223) and a qualitative meta-synthesis of included articles, with an explicit focus on learning outcomes and NRM changes (N = 53). Besides social learning, we found several learning concepts used, including policy and transformative learning, and multiple links between learning and NRM reported. We observe that the development of skills, together with a system approach involving multi-level capacities, is decisive for implications of learning for NRM. Future reviews could systematically compare how primary research applies different learning concepts and discusses links between learning and NRM changes.
Original languageEnglish
Pages (from-to)1085-1112
JournalJournal of Environmental Planning and Management
Volume61
Issue number7
Early online date1 Jul 2017
DOIs
Publication statusPublished - Jul 2018

Keywords

  • action-orientation
  • institutional change
  • qualitative analysis
  • social learning
  • transformative change

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