Social learning can benefit decision-making in landscape planning: Gartow case study on climate change adaptation, Elbe valley biosphere reserve

This paper uses a planning experiment to empirically investigate possible social learning outcomes of landscape and urban planning with benefits for decision-making. Building on C. Steinitz’ Framework for Alternative Futures Studies, a framework for participatory scenario-based landscape planning (SLP) is developed and used in a three-month climate adaptation planning process involving up to 37 local actors in Gartow, Germany. The evaluation of social learning outcomes follows the premise of action research and employs a mixed-method approach. The research shows that SLP can successfully generate social learning outcomes among participants. Observed social learning outcomes include gains in substantive knowledge (e.g. on climate change impacts), procedural knowledge (e.g. on alternative adaptation strategies), understanding of different perspectives, as well as social and technical skills. Participants named several potential impacts of social learning outcomes on their future decision-making, including enhanced awareness, altered agendas, and better social relations. The SLP process and its results formed the basis and inducement for further collaboration of local actors and external consultants in the development of a coordinated mission statement (Leitbild) for climate change adaptation.

► Participatory, scenario-based landscape planning may facilitate social learning. ► Social learning outcomes involve changes in participants’ understanding and skills. ► Learning outcomes can have benefits for subsequent decision processes. ► Challenges are issues of scale, personal involvement, and resource needs. ► Further research is needed in more case studies and on longer-term effects.