Evidence of learning processes in EIA systems

Abstract

Learning is recognized as an important component of environmental impact assessment (EIA) in particular, due to its potential to transform individual, social, and organizational values, standards and practices to support a sustainable development. Nevertheless, only a few models developed to describe learning processes in EIA systems seem to be grounded on the combination of both theoretical aspects and empirical evidence of learning, which requires further investigation. This paper is based on the development of a conceptual model to understand learning processes through the practice of EIA, and evidence-gathering of learning in EIA systems focused on the role played by the leading organization. The outcomes were based on literature review and empirical research using two EIA regulatory agencies in Brazil as case studies. Data collection and analysis were supported by participant observation, personal interviews and qualitative content analysis. Although specific to the context, the evidence produced have corroborated the implicit feature of learning in EIA systems and, we believe, reinforced the relevance of the conceptual model as developed in the paper.