@article{BarthJimenezAceitunoPMLametal.2023, author = {Barth, Matthias and Jim{\´e}nez-Aceituno, Amanda and PM Lam, David and B{\"u}rgener, Lina and J Lang, Daniel}, title = {Transdisciplinary learning as a key leverage for sustainability transformations}, series = {Current Opinion in Environmental Sustainability}, volume = {64}, journal = {Current Opinion in Environmental Sustainability}, publisher = {Elsevier}, issn = {1877-3435}, doi = {10.1016/j.cosust.2023.101361}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-6483}, pages = {8}, year = {2023}, abstract = {Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.}, language = {en} }