Learning for social-ecological change: a qualitative review of outcomes across empirical literature in natural resource management |
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Authors: | Monika Su?kevi?s Thomas Hahn Romina Rodela Biljana Macura Claudia Pahl-Wostl |
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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, Estoniamonika.suskevics@emu.ee;4. School of Natural Sciences, Technology and Environmental Studies, S?dert?rn University, Huddinge, Sweden;5. Laboratory of Geo-Information Science and Remote Sensing, Wageningen University, Wageningen, The Netherlands;6. MISTRA-EviEM, Stockholm Environment Institute, Stockholm, Sweden;7. Institute of Environmental Systems Research, University of Osnabrück, Osnabrück, Germany |
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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. |
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Keywords: | action-orientation institutional change qualitative analysis social learning transformative change |
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