Forging Common Paths
A Systematic Review of Co‐Creation and Collaborative Learning in Adaptation Pathways
Bibliographic Data
| ID | 12929348 |
|---|---|
| Authors | Wout Jan‐Willem Sommerauer (Wageningen University & Research, corresponding author), Bregje van der Bolt (0000-0002-5601-8475, Wageningen University & Research), S E Werners (0000-0002-1705-4318, Institute for Environment and Human Security), Wouter J Smolenaars (0000-0003-0511-7905, Wageningen University & Research), Fulco Ludwig (0000-0001-6479-9657, International Water Management Institute) |
| Year | 2026 |
| Volume | 17 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Wiley Interdisciplinary Reviews Climate Change (JOURNAL) |
| Journal identifiers | ISSN: 1757-7780 • E-ISSN: 1757-7799 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/wcc.70038 |
| OpenAlex | W7118692725 |
| Language | EN |
| References cited | 59 |
We examine how co‐creation and collaborative learning have been operationalized in climate adaptation pathway development over the past decade using a systematic review of 36 case study papers. While co‐creation and collaborative learning are increasingly recognized as important for effective adaptation planning, it remains unclear how different approaches can support adaptation goals. Our co‐creation analysis identifies three participation clusters: (i) information‐focused participation involving primarily one‐way knowledge extraction through interviews; (ii) researcher‐mediated participation featuring two‐way engagement through workshops, while researchers maintain process control; and (iii) co‐organized participation where stakeholders serve as co‐designers with defined leadership roles throughout the process. For collaborative learning, defined as structured knowledge exchange and capacity building among stakeholders, we distinguish between instrumental learning that emerges incidentally from stakeholder interaction versus process‐integrated learning that is explicitly designed and monitored throughout pathway development. Cases with co‐organized participation consistently aligned with process‐integrated learning, suggesting these approaches can be mutually beneficial. Analysis of reported impacts (including policy implementation, follow‐up research, and capacity building outcomes) reveals that more extensive participation combined with organized learning correlates with a greater likelihood of impacts. This review contributes to the growing body of knowledge on stakeholder engagement in adaptation pathways planning, and while the identified participation clusters and learning approaches offer systematic guidance for methodology selection, they should be viewed as flexible frameworks rather than prescriptive categories, adaptable to specific contexts and planning objectives. This article is categorized under: Integrated Assessment of Climate Change > Participatory Methods of Integrated Assessment Vulnerability and Adaptation to Climate Change > Learning from Cases and Analogies Integrated Assessment of Climate Change > Integrated Assessment by Expert Panels
Adaptation (eye · Citizen journalism · Collaborative learning · Operationalization · Process (computing · Social learning · Stakeholder · Stakeholder engagement · Complex Systems and Decision Making · Innovative Approaches in Technology and Social Development · Sustainability and Climate Change Governance
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| Citation velocity | historical |
|---|---|
| Highly cited | No |