Process and Contextual Factors Supporting Action-Oriented Learning: A Thematic Synthesis of Empirical Literature in Natural Resource Management |
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| Authors: | Monika Su?kevi?s Thomas Hahn Romina Rodela |
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| Institution: | 1. Stockholm Resilience Centre, Stockholm University, Stockholm, Sweden;2. Institute of Agricultural and Environmental Sciences, Estonian University of Life Sciences, Tartu, Estonia;3. School of Natural Sciences, Technology and Environmental Studies, S?dert?rn University, Huddinge, Sweden;4. Laboratory of Geo-Information Science and Remote Sensing, Wageningen University, Wageningen, Netherlands |
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| Abstract: | Despite a long-term focus on learning in natural resource management (NRM), it is still debated how learning supports sustainable real-world NRM practices. We offer a qualitative in-depth synthesis of selected scientific empirical literature (N?=?53), which explores factors affecting action-oriented learning. We inductively identify eight key process-based and contextual factors discussed in this literature. Three patterns emerge from our results. First, the literature discusses both facilitated participation and self-organized collaboration as dialogical spaces, which bridge interests and support constructive conflict management. Second, the literature suggests practice-based dialogs as those best able to facilitate action and puts a strong emphasis on experimentation. Finally, not emphasized in existing reviews and syntheses, we found multiple evidence about certain contextual factors affecting learning, including social-ecological crises, complexity, and power structures. Our review also points at important knowledge gaps, which can be used to advance the current research agenda about learning and NRM. |
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| Keywords: | Ecosystem governance intermediaries qualitative review social-ecological systems social learning structural constraints |
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