Abstract
Sustainable energy transformation depends on learning processes, which allow us to cope with constantly changing environmental and social systems. Participation processes are viewed as a means of fostering social learning. In this paper, social learning is applied as an analytical concept to investigate the cognitive effects of participation such as knowledge acquisition, changes of perspective, and knowledge dissemination. Previous studies have indicated that certain characteristics of the participation process foster social learning. However, empirical evidence is still inconclusive, which is why this paper investigates which factors foster social learning. An empirical analysis was conducted on the basis of a quantitative online survey (N = 516), which questioned people who are in some way involved in the German energy transformation (Energiewende). The results show that social learning can be enhanced through participation. In particular, moderated processes—which foster a productive exchange, encourage the building of trust among participants, and allow easy access to relevant information—are likely to provide the appropriate conditions for social learning. Personal characteristics such as an individual’s degree of knowledge might have a greater influence on why people change their perspectives than the intensity of participation.
Highlights
Societies must absorb new concepts and ideas to promote transformation processes towards sustainable energy systems [1]
The results demonstrate that participation related to the Energiewende can foster the acquisition of facts, methods, and skills; knowledge transfer to organizations or peer groups; the questioning of values; and an awareness of alternative action—which are all important aspects in the shift towards sustainability
Previous studies found that the facilitation of learning through participation is dependent on the design and perception of the participation process [11,29,30]
Summary
Societies must absorb new concepts and ideas to promote transformation processes towards sustainable energy systems [1]. It is for this reason that integrating different knowledge types and creating spaces to critically reflect on information, interests, and norms is crucial to the shift towards sustainable energy systems. The development of design-oriented and reflexive abilities in science as well as in society as a whole is viewed as essential in dealing with transformation processes [4]. This is a major challenge in shaping the transformation process. Learning and empowerment are core aims of transformation processes [5], since the transformation towards a sustainable energy system is an unprecedented, complex, interrelated, and uncertain process, which requires fundamental change and cannot be governed by traditional mechanisms [6]
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