'To learn or not to learn?' A study about the contribution of learning processes to national policy trajectories

Abstract

The growing network-based nature of society and increasing ‘wickedness’ of societal challenges incites the need for learning. Especially, in the field of spatial planning, since the desire for collaborative understanding and management of environmental transitions such as; the energy transition, urbanization and climate change, is growing. However, with and increased interest in learning a paradox emerged, whereby the importance of learning as a goal and process is recognized, but this process is not clearly examined. Therefore, this study provides insight into 'how' learning processes in a spatial planning context occur, conceptualizing three learning processes: single-loop, double-loop and triple-loop learning. Furthermore, the study illustrates the potential contribution of these processes on national policy trajectories.