Many transitions scholars underscore the importance of learning in sustainability transitions, but the associated learning processes have hardly been conceptualised. The diverse, well-established research fields related to learning are broadly ignored or loosely applied. In this paper, we systematically explore four interesting learning traditions in terms of their value for gaining an in-depth understanding of learning in sustainability transitions and their relevance for fostering learning, by connecting them to key features of transitions. The selected learning traditions from different disciplinary backgrounds provide valuable insights. None of them sufficiently addresses the complexity of transitions. They include, however, a diversity of relevant learning contexts. We conclude that they have value for investigating new areas such as learning in socio-technological regimes and in later phases of a transition, while enlightening forms of learning that have not yet been fully recognised in transition studies, such as superficial learning, unlearning, and learning to resist change.

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Keywords Collaborative learning, Interactive learning, Organizational learning, Social learning, Sustainability transition
Persistent URL dx.doi.org/10.1016/j.eist.2018.08.002, hdl.handle.net/1765/110661
Journal Environmental Innovation and Societal Transitions
Citation
Van Mierlo, B, & Beers, P.J. (2018). Understanding and governing learning in sustainability transitions: A review. Environmental Innovation and Societal Transitions. doi:10.1016/j.eist.2018.08.002