Table 3.

Social learning for sustainability.

Source	Result
Fry and Thieme (2019) [51]	It is more helpful to share knowledge than to transfer information.
D'Angelo and Brunstein (2015) [52]	There is great relevance in learning together through experimentation.
Sol et al. (2013) [42]	The role of a facilitator is essential if they do not concentrate power on decision-making about resources and time, since it reduces interaction and trust.
Holden et al. (2014) [53]	When individuals are treated with empowerment, participation is higher.
Ofei-Manu and Shimano (2012) [54]	Schools play a leading role in promoting social learning to foster behavioral changes toward sustainability.
Johnson et al. (2012) [55]	Creating future scenarios through participatory workshops to stimulate social learning is a strategy that improves relationships by compressing the perspectives of others and creating foresight, as well as assisting in building new perspectives.
Garmendia and Stagl (2010) [56]	Workshops are a positive experience to increase comprehension of complex topics, such as environmental issues.
Wals and Rodela (2014) [57]	Sustainability is a continuous learning pursuit that may never be achieved, demanding a multidisciplinary debate.
Gottschick (2008) [58]	The interaction between scientists and politicians as a complex social system can be improved through social learning.
Luks and Siebenhuner (2007) [59]	Social learning for sustainability demands transdisciplinary knowledge, information from the social and natural sciences, and from common sense involving scientists and non-scientists.
Bouwen (2004) [60]	In water and soil management, the stakeholders should intervene in the planning and be responsible for the results in a conception of shared decision-making.
Siebenhüner (2004) [61]	Stakeholder participation is a way to integrate municipalities, interest groups, industry, and environmental groups to generate knowledge. The results of participatory procedures have greater legitimacy than those obtained under scientific knowledge produced within research institutions.
De Kraker (2021) [62]	The use of games favors the emergence of social learning on water management issues, at least in the cognitive dimension of learning (it concerns the perspectives of the problem, the solution, and the role of the self in the process). The games contributed to this shift from an individual to a group perspective.
Dlouhá et al. (2013) [63]	Social learning is a process that can be supported or driven by educational institutions, such as universities, and action-oriented.
Bolmsten and Kitada (2020) [64]	The social learning approach guides teaching methods for students to learn about the different spheres of sustainable development.
Sharma and Rani (2016) [65]	Social learning is used to inspire classroom teachers to use active and passive methodologies for teaching sustainability.
Seddon (2016) [35]	Social learning emerges from disruptive contexts and contributes to changing culture toward sustainable practices to resist changes in governance.
Hovardas (2021) [66]	Three tools can direct social learning to support the quest for social sustainability: the SWOT Matrix, the mixed motivation model (the search for convergence considering different interests, where stakeholders face tradeoffs but persist for the benefits of change/innovation), and tools involving participatory scenarios — these serve to guide stakeholder collaboration.
McGregor (2009) [67]	Social learning can reorient consumer education so that consumers change their behaviors to pursue sustainability.
Didham et al. (2017) [68]	Social learning facilitates collective engagement processes to achieve individual and collective learning for sustainable development. Cooperation and participation in decision-making solidify the conditions for a learning community.
Phuong et al. (2019) [69]	In terms of social learning for sustainability, three types of learning can be identified: instrumental (acquiring ecological, social, or economic knowledge, legal and administrative procedures), communicative (understanding what someone means, including oneself), and emancipatory (focuses on active dialogue to establish common goals and a joint action plan to make changes).
Kamaruddin and Pawson (2013) [70]	Looking locally can help young people learn socially, with the involvement of non-governmental organizations concerned with the fate of solid waste.
Pahl-Wostl (2002) [71]	1) Social learning is based on critical self-reflection, developing participatory processes, reflective capacities of individuals and societies, and the ability of social movements to shape political and economic conditions; 2) Social learning is seen as more important than decision-making based on factual knowledge; 3) The theoretical and conceptual basis of social learning and adaptive management is still weak and fragmented.
Lamboll et al. (2021) [72]	Multi-stakeholder social learning processes promote changes in key individuals' mindsets, norms, and values and offer an innovative approach to improving national-level policy and investment decision-making in sustainable agricultural systems.
D'Angelo et al. (2021) [50]	The existential ontological perspective can contribute to social learning theory for sustainability since much of the studies on social learning focus on the epistemological perspective.
Rekola and Riikka (2018) [73]	Social learning — based on social action, interactive reflection, communication, and negotiation, emerges as an alternative support method for transitioning to a more sustainable land use model. In the case under study, there were conflicts at the time of planning because those responsible rejected the opinions of other actors. The learning process was slow and did not turn into a substantial change in the interpretation of the planning process.
Axelsson et al. (2013) [74]	For social learning, a neutral facilitator is often needed to help the stakeholders; furthermore, there will be benefits if sectors of different levels and interests are included and have people with different backgrounds.
Médema et al. (2015) [75]	On multi-loop social learning in watershed management projects, the success of change is determined by the fit between four change factors that are interconnected, namely: 1) content factors: what is being changed or the type of change that is being implemented; 2) context factors: divided into external and internal factors of pre-existing forces and conditions that impact the effectiveness of the system; 3) process factors: how the change process is introduced and guided and how cooperation and decision-making are organized, with participation as a central factor; and 4) individual attributes: the idea that characteristics of those involved and those facilitating the change - also called change agents - impact reactions to change. Finally, it was noted that one challenge is to include much broader and more diverse groups of actors and stakeholders.
Hakansson et al. (2019) [76]	Social learning must change political hegemony to achieve social transformation rather than working towards behavior change (i.e., breaking reproductive patterns). There are four political aspects: political as inclusion and consensus, political as including cognitive and emotional elements, political as power relations, and political as part of decision-making processes.
Westoby and Lyons (2017) [77]	The key ingredient for successful transformative social learning in a politicized and dangerous context is building a social and relational network of people and organizations. Moreover, organizing communities together can give individuals the courage to fight against migration, one of the concerns highlighted in the Sustainable Development Goals. It is this network of organizations that creates the conditions for social learning. Without this network, people would be unable to think or imagine an alternative world and most certainly would not be able to organize social action. Social learning builds social movements.
Ison and Roeling (2007) [78]	Social learning involves a set of actions that encompass the collective but from a citizen's perspective. The concept still needs to be better understood and institutionalized — and it plays an important role in the training of a society.
Cincera et al. (2018) [79]	The results show that group diversity, participation, and contribution of other stakeholders, as well as social learning, can be understood as key characteristics of transdisciplinary knowledge alliances and play a crucial role in establishing the conditions for innovative and successful development of new curricula with a focus on sustainability, such as for sustainability-oriented entrepreneurship.
De Sousa (2021) [80]	Individuals participating in social learning processes use their different perspectives when reasoning and collaborating to solve environmental issues.
Rist et al. (2007) [81]	Sustainable development concepts must lose their normative character and acquire a set of ethical values that guide action resulting in changes in stakeholder interaction. Stakeholders need to be as diverse as possible to reflect reality. Social learning should be non-coercive, and its contents should be open to collective agreement, thus representing an “action-oriented philosophy” that is becoming increasingly prominent in European and developing countries. The focus of social learning is on the shift from multiple to collective cognition through the enlargement of spaces for social processes (the authors cite platforms or forums for deliberation, negotiation, and coordination of natural resource use as an example of this enlargement). Constructivism must rise above positivism. It demands spaces to transform strategic action into communicative action, which implies that actions are not coordinated based on a self-centered calculation of success (or strategic action), but through jointly defining situations relevant to action (or communicative action).
Schauppenlehner-Kloyber and Penker (2015) [82]	In projects where the social learning strategy was used, there was a deepening in the discussions, interactions, experiences, and cooperation process, and there was also an increase in trust between the government and population. Behavioral change results from social learning through group experiences and concerted action.
Rist et al. (2006) [83]	Social learning actors can be positively influenced by creating learning situations within social spaces involving different categories of actors within social processes. Social learning for sustainability should: build mutual trust, have less hierarchical communication patterns, and be grounded in the everyday life of local actors to change perceptions. After participating in workshops, participants may want to share the new information with their peers. Changes were noted in 1) interaction patterns, such as cooperation, changing attitudes, norms, and values 2) social competencies: social communication, sensitivity, conflict resolution 3) emotional competencies: empathy, expressiveness, intuition, and inspiration 4) cognitive competencies: increased awareness of the interrelationship of one's own and other participants' forms of knowledge and underlying ontologies and epistemologies were noted.

Source: Survey data.