Learning for collaborative action: learning domains and processes in place-based climate adaptation workshops

Abstract

Communities facing complex social and environmental challenges may benefit from opportunities for collaborative learning. Place-based climate adaptation workshops, which help stakeholders to incorporate climate projections into site-specific adaptation strategies, are one space where learning can occur. We studied learning in eight facilitated climate adaptation workshops held in-person (n = 2) and online (n = 6) in the United States between 2021 and 2023. Workshops averaged 24 participants and included state and local government employees, representatives from non-governmental organizations, interested citizens, academics, and others. We examined declarative, procedural, and relational learning and the processes through which knowledge was created and shared. We found evidence for learning across domains. Participants linked learning to a range of workshop elements, including collaborative workbooks, plenary presentations, and handouts. We found no meaningful differences between online and in-person workshops, suggesting that a range of workshop formats support meaningful learning. We discuss the theoretical and practical implications for understanding and fostering learning.