ABSTRACT
Environmental governance is characterized by complex dynamic issues where new knowledge is constantly emerging that can shape how we understand the system and what kinds of policies and strategies are most effective. As a result, targeted mechanisms to acquire, translate, and disseminate knowledge into new policies are critical for adaptive environmental governance. The scholarship on learning in environmental governance has exploded in the past two decades leading to new empirical and theoretical insights. However, lacking from this literature is an examination of how these insights can inform practice. Here we explore evidence from the scholarship studying learning in environmental governance that can inform practitioners who engage in and manage environmental planning and decision-making processes. Three key factors are drawn from the scholarship that may foster learning: face-to-face dialog that is open and ongoing; cross-scale linkages; and investments in institutional rules, norms, and shared strategies for intentional learning. We translate these findings into strategies for environmental governance practitioners and explore how to mitigate some of the factors that constrain learning across many governance contexts.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes on contributors
Andrea K. Gerlak is a Professor in the School of Geography and Development and Research Professor at the Udall Center for Studies in Public Policy. Her work addresses institutions and governance of environmental challenges.
Tanya Heikkila is a Professor in the School of Public Affairs at the University of Colorado-Denver. Her research and teaching focus on policy processes and environmental governance.
Jens Newig is full professor and head of the research group on Governance and Sustainability at Leuphana University Lüneburg, Germany.