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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.
Research news | 2019-09-13
Achieving the Sustainable Development Goals through six actionable steps
Research news | 2019-09-12
Centre researchers contribute to first practical guide to offer proven techniques for planning and achieving nature-based solutions
Research news | 2019-09-10
Report from fourth meeting between world’s largest seafood companies and their quest to turn their business sector more sustainable
Research news | 2019-09-09
Understanding the relationships between forest resilience and soil erosion in tropical forests affected by human and natural disturbances
Research news | 2019-09-06
In Philippine fishing communities, gender roles have a bigger influence than price on fishers’ business decisions
Research news | 2019-09-04
Will help private investment to protect the ocean and the people that rely on it