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Process and Contextual Factors Supporting Action-Oriented Learning: A Thematic Synthesis of Empirical Literature in Natural Resource Management

机译：支持行动导向学习的过程和上下文因素：自然资源管理中实证文献的主题综合

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摘要

Despite a long-term focus on learning in natural resource management (NRM), it is still debated how learning supports sustainable real-world NRM practices. We offer a qualitative in-depth synthesis of selected scientific empirical literature (N=53), which explores factors affecting action-oriented learning. We inductively identify eight key process-based and contextual factors discussed in this literature. Three patterns emerge from our results. First, the literature discusses both facilitated participation and self-organized collaboration as dialogical spaces, which bridge interests and support constructive conflict management. Second, the literature suggests practice-based dialogs as those best able to facilitate action and puts a strong emphasis on experimentation. Finally, not emphasized in existing reviews and syntheses, we found multiple evidence about certain contextual factors affecting learning, including social-ecological crises, complexity, and power structures. Our review also points at important knowledge gaps, which can be used to advance the current research agenda about learning and NRM.
机译：尽管长期关注自然资源管理（NRM）的学习，但仍然争议学习如何支持可持续的现实世界NRM实践。我们为选定的科学实证文学（n = 53）提供定性的深入综合，探讨了影响行动导向的学习的因素。我们禁止识别本文中讨论的八个基于过程和上下文因素。三种模式从我们的结果中出现。首先，文献讨论了作为对话空间的便利参与和自组织的合作，这弥补了利益和支持建设性冲突管理。其次，文献表明，基于实践的对话框，因为那些能够促进行动的最能力，并强调实验。最后，在现有审查和合成中没有强调，我们发现了一些关于影响学习的某些上下文因素的多种证据，包括社会生态危机，复杂性和动力结构。我们的评论还以重要的知识差距点，可用于推进当前关于学习和NRM的研究议程。

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