# learningforsustainability.net

> collaboration, co-design & adaptation


## Posts

- [COP30 and the patterns of long-term change](https://learningforsustainability.net/post/cop30/): As commentators argue over whether COP30 was a failure or a fragile step forward, this post looks at the summit through a transition lens. It explores what happens when many actors try to move together, why COPs are better at setting a shared floor than leading the charge, and where to look for real progress in the distributed work that sits around and beyond these annual gatherings. Why this reflection, and why now COP30 has prompted plenty of debate about whether the outcome delivered enough. Outcomes matter in different ways, and many of them are relational or political signals that […]
- [Rethinking scaling in complex settings: reflections from practice](https://learningforsustainability.net/post/scaling-in-complex-settings/): Scaling is often understood as taking a successful approach and expanding it to new places or larger populations. Yet in complex, multi-actor settings such as development, environmental management, health, and community-led change, change rarely travels so neatly. This post reflects on how thinking about scaling has shifted, and what it can look like to grow work across contexts in ways that remain meaningful, locally owned, and able to last. Many years ago, when I first worked in agricultural extension, scaling was usually described in quite simple terms. You would trial something with a small group of farmers, refine the approach, […]
- [Connecting inner development with collaborative practice](https://learningforsustainability.net/post/inner-development/): Many of us focus on the tools and strategies for change, yet much depends on how we show up with one another. This piece reflects on the inner side of sustainability practice and how the Inner Development Goals offer one lens for noticing that work. In many of the settings where I work, progress often hinges less on technical expertise and more on how we show up with one another. Whether it’s a catchment group, a cross-agency project, a community initiative, or a co-design process, the way people listen, relate, make sense together, and stay open to learning has a […]
- [AI prompts for shared thinking: a light framework for purposeful prompting](https://learningforsustainability.net/post/ai-prompting/): A short introduction for those who want to use AI to support thinking, reflection, and preparation in their work. This post offers a simple way to shape prompts that keep human judgement, relationships, and context at the centre. In an earlier post, I reflected on using AI as a quiet thought partner in my own work. This piece builds on that by offering a light structure for prompting that supports thinking, writing, and preparation while keeping human judgement and relationships at the centre. It is written for people who want to use AI tools in reflective and collaborative ways, without […]
- [Working between systems and complexity: a practitioner’s guide](https://learningforsustainability.net/post/systems-and-complexity/): We’re often told to think systematically or embrace complexity. But real-world collaboration requires both. This reflection invites practitioners into the productive middle ground – where structure and emergence work as partners. It offers questions and examples from practice, not another framework to master. In programmes that bring together diverse actors around shared challenges – health systems, catchment management, agricultural innovation, community development – we often begin with a plan. We design a logic model, map actors, set milestones. But the further we get into the work, the more the plan starts to give way to relationships, feedback, and emergence. A […]
- [Adaptation under uncertainty: reflections on overshoot and resilience](https://learningforsustainability.net/post/adaptation-and-overshoot/): Around the world, people are learning what it means to live with change that can’t simply be reversed. Floods, fires, and shifting seasons remind us that the climate is already moving beyond its old bounds. In this context, adaptation is no longer just about prevention or recovery, but about learning how to live and act within changing conditions. This post reflects on how we can adapt in and through uncertainty, exploring ideas of overshoot, resilience, and renewal, and what it means to live well within planetary limits. We are now living in a time of overshoot, when humanity’s demand on […]
- [Systems thinking, systemic design, and systems innovation: what’s the difference?](https://learningforsustainability.net/post/different-systems-approaches/): This post offers a clear, practice-first guide to systems thinking, systemic design, systems innovation, and innovation systems – terms often used but seldom compared in plain language. It explores how they link, why clarity supports collaboration, and how each can strengthen projects and partnerships. One of the challenges of working in complex settings is the language we use. Terms like systems thinking, systemic design, and systems innovation appear often in reports, funding calls, and workshops. Each signals something useful, but when facilitators, funders, or policymakers use these words differently, misunderstandings can slow collaboration and muddy intentions. Clarifying these terms isn’t […]
- [Monitoring, evaluation and learning for climate adaptation: practical guidance for practitioners and policy leads](https://learningforsustainability.net/post/adaptation-mel-guidance/): This post explores what global debates and on-the-ground practice are teaching us about adaptation today. I share six key insights that show why adaptation is as much social and institutional as it is technical, and then look at why monitoring, evaluation and learning (MEL) has become the missing infrastructure. Together, they point to practical ways practitioners and policy leads can design adaptation that works. For much of the past three decades, climate policy has focused overwhelmingly on mitigation – reducing greenhouse gas emissions to limit future warming. Adaptation, by comparison, was treated as secondary, even a sign of failure, as […]
- [20 years of Learning for Sustainability](https://learningforsustainability.net/post/20-years/): This year marks the 20th anniversary of the Learning for Sustainability website. In this post, I share the story of its evolution, the recent site refresh, and some of the most popular resources supporting collaboration, systems thinking, and learning in complex settings. This year, the Learning for Sustainability (LfS) website celebrates 20 years since its launch. What began as the outline for my PhD dissertation has since grown into a global knowledge hub for those bridging boundaries – connecting policy and practice, science and communities, and different knowledge systems in pursuit of meaningful change. LfS is a completely voluntary project […]
- [Why ‘awareness’ isn’t enough: shifting public engagement on sustainability](https://learningforsustainability.net/post/beyond-awareness/): Raising awareness is important. But it rarely changes practice on its own. Many sustainability initiatives still lean on familiar levers to drive change: legislation, incentives, and public education campaigns. Each of these has a role. But in practice, especially in complex or place-based settings, we often need more. People don’t act based only on what they know. We are social, emotional, and embedded in relationships and routines. We respond to what others are doing, to what feels doable, and to the settings we are part of. Even in policy and science settings, behaviour is shaped by context and culture as […]
- [Social learning in action: working together on complex challenges](https://learningforsustainability.net/post/social-learning-in-action/): In complex, real-world settings, progress often depends on people learning together. This post explores what social learning looks like in practice, and why creating space for reflection, dialogue, and shared understanding is key to working across difference and uncertainty. When people face complex challenges – whether in sustainability transitions, public health, urban development, or freshwater management – there is often no single answer or fixed path forward. Instead, progress depends on people learning their way into the problem together. That’s where social learning comes in. While the term might sound abstract, the idea is very practical: it’s about creating space […]
- [Exploring futures in practice: collaborative approaches for navigating change](https://learningforsustainability.net/post/exploring-futures/): Thinking about the future is essential in today’s complex world – but terms like foresight, scenario planning, and visioning often get blurred together. This post offers a practical orientation to four overlapping futures approaches, showing how they can be used together to support shared learning, strategic clarity, and collaborative action. Whether you’re working on climate, community planning, or organisational change, these tools can help you navigate uncertainty with purpose. If you’ve spent any time in strategic planning, policy, or systems change work, you’ve probably noticed a cluster of terms that swirl around conversations about “the future.” Words like futures thinking, foresight, scenario planning, and visioning are […]
- [Single-point rubrics: supporting reflection and learning in complex settings](https://learningforsustainability.net/post/single-point-rubrics/): Single-point rubrics offer a clear, reflective framework for learning and improvement – especially in complex, collaborative work. This post explores how they differ from conventional rubrics, why they support adaptive practice, and how they can be used to shape programmes, partnerships, and systems change. In many areas of work – particularly those involving collaboration, systems change, or place-based initiatives – there’s a growing need for tools that help us reflect, learn, and adapt. Evaluation in these contexts often moves beyond judging performance in fixed ways, instead supporting shared inquiry and progress over time. One tool that’s proving particularly helpful here is the single-point rubric. Rubrics […]
- [Exploring complexity: a thread through recent reflections](https://learningforsustainability.net/post/exploring-complexity-practices/): In complex settings, different practices like evaluation, co-design, systems thinking, social learning, and participatory action research often build on common foundations. This post brings together a set of recent reflections that explore these shared starting points: clarity of purpose, attention to context, relational work, and space for reflection and learning. Over the past year, many of my blog posts have explored a shared set of challenges: how we work together in the face of complexity – across systems, sectors, and ways of knowing. While each post stands on its own, they also feel connected. Not as a formal series, but […]
- [Evaluation in complex settings: reflections on practice and evaluator roles](https://learningforsustainability.net/post/evaluation-in-complex-settings/): In complex, collaborative development initiatives – where outcomes emerge over time, and values may differ – evaluation needs to do more than measure results. This post outlines why and shares five grounded patterns from complexity-aware monitoring, evaluation and learning (CAMEL). Finally it reflects on what this approach asks of evaluators in practice. I’ve worked in long-term programmes where the most meaningful shifts weren’t always the easiest to measure. Changes in how partners related, how strategies evolved, or how systems aligned often made the real difference – but didn’t show up neatly in a dashboard. In more conventional projects, evaluation focuses on fixed plans, short-term deliverables, […]
- [AI as a thought partner: reflections on collaborative practice and systems work](https://learningforsustainability.net/post/ai-for-work/): This post shares practical reflections on how AI tools can support those working in contexts where collaboration, co-design, and facilitation are important. Drawing from experience, I outline four ways these tools have become quiet thought partners in my work — and reflect on where their strengths end and human judgment, relationships, and systems thinking still matter most. In my own practice, tools like GPT — and more recently Perplexity — have become quiet companions in the background. I’ve been using AI in this space since it first became more widely available in early 2023 — not to outsource my thinking, […]
- [Designing together: reflections on co-design in complex settings](https://learningforsustainability.net/post/co-design-in-complex-settings/): Co-design is increasingly used to tackle complex challenges—but what does it look like in practice? Drawing on work across multi-stakeholder initiatives in areas including land use, climate adaptation, and public health, this post explores six elements that help shape grounded, inclusive, and adaptive co-design. Over recent years, I’ve supported and observed design processes addressing complex issues. These have involved diverse participants—communities, researchers, policy actors, and industry bodies—and typically required not just technical solutions but new ways of working together. Co-design responds well to these challenges, particularly when approached not as a toolkit, but as a collective way of navigating complexity. […]
- [Working with care: Supporting ethics in research and evaluation](https://learningforsustainability.net/post/ethics-in-practice/): Many independent researchers and evaluators work in applied settings where formal ethics review isn’t readily available. This post reflects on why ethical reflection still matters – and introduces a protocol developed to support collaborative, peer-based review and shared learning. It draws on long practice and recent updates to a resource that’s freely available for others to adapt and use. Ethics in research and evaluation is about balance – of roles, responsibilities, and relationships. The complex issues we increasingly work on – climate change, biodiversity loss, public health, and social inequality – require responses that take account of interconnections and interdependencies. […]
- [Social learning in practice: Strengthening collaboration amid complexity](https://learningforsustainability.net/post/social-learning-collaboration/): In complex settings, effective collaboration depends on more than information-sharing — it requires building shared understanding and creating the conditions for collective learning. This post explores how social learning strengthens collaboration by fostering dialogue, reflection, and adaptation across diverse perspectives. Social learning is an approach well-suited to addressing complex environmental and social challenges characterised by uncertainty, multiple stakeholders, and diverse views on causes, impacts, and desired outcomes. At its core, social learning involves pausing to engage in meaningful dialogue, enabling stakeholders from various backgrounds to understand each other’s perspectives more deeply. Drawing together insights from previous posts over the past […]
- [Working with complexity: Building relational foundations for systemic change](https://learningforsustainability.net/post/relational-foundations-for-change/): Managing change in complex settings takes more than better plans or new tools. It starts with building the relational foundations that enable collaboration, learning, and adaptation to develop and strengthen. This post explores how these foundations support systemic change, and how different approaches to relational, adaptive practice can help guide more sustainable and inclusive pathways forward. Navigating systemic change — across communities, organisations, and partnerships — requires more than technical expertise or strategic plans. In fields as diverse as climate adaptation, biodiversity restoration, sustainable development, and social equity, real progress depends on shifting not only structures, but also mindsets, relationships, […]
- [Systems thinking and systemic design: working with complexity](https://learningforsustainability.net/post/systems-design-intro/): Today’s challenges—climate change, freshwater management, biodiversity loss, and social inequality—are deeply interconnected. Traditional approaches often focus on isolated fixes, but real solutions require a broader view. Systems thinking and systemic design provide ways to understand complexity, identify leverage points, and create adaptive, collaborative solutions. This post explores how these approaches can help us work with uncertainty and design for long-term impact. The latest 2024 IPBES reports warn that biodiversity loss, climate change, and inequality are deeply interconnected crises, yet many policy responses remain fragmented. The Nexus Assessment highlights the links between biodiversity, water, food, health, and climate, while the Transformative […]
- [Breaking the silos: Why the IPBES reports call for systemic change](https://learningforsustainability.net/post/breaking-the-silos/): The latest IPBES Nexus and Transformative Change reports reinforce what many already know: the world’s biggest challenges—biodiversity loss, climate change, food and water insecurity, and health crises—are interconnected. Yet, all too often, our policy responses remain fragmented, failing to address these interdependencies. This post explores the findings of these landmark reports, highlighting why systemic change is needed and how systems thinking, systemic design, and adaptive management offer practical pathways forward. These two new reports from the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) make it clear that piecemeal approaches to biodiversity, climate, water, food, and health crises will […]
- [Why we need both reflection and reflexivity to navigate a complex world](https://learningforsustainability.net/post/reflection/): In an increasingly complex world, reflection and reflexivity are essential for fostering adaptability and meaningful change. Reflection helps us learn from past experiences to improve future practice, while reflexivity keeps us aware of how our thoughts and actions shape outcomes in real time, allowing for immediate adaptation. Together, these practices strengthen decision-making, creativity, and collaboration for individuals, teams, and organisations. Navigating complexity today requires more than technical skills—it demands self-awareness and adaptability. Reflection acts like a rearview mirror, helping us analyse past actions, understand what worked, and refine our approach. Reflexivity, by contrast, happens in the moment, making us aware […]
- [Participatory action research: tackling today’s complex challenges](https://learningforsustainability.net/post/par-for-complex-challenges/): Participatory action research (PAR) offers a practical and inclusive approach to tackling today’s complex challenges. By combining collaboration, critical reflection, and iterative cycles of inquiry and action, this approach helps create solutions that are both meaningful and sustainable. This post revisits the principles and practices of PAR, exploring its relevance in addressing interconnected issues like climate adaptation, biodiversity loss, and social equity. Participatory action research (PAR) provides a valuable framework for addressing today’s complex challenges through collaboration, shared learning, and action for change. The concept of action research was first developed by Kurt Lewin in the 1940s, emphasising a cyclical […]
- [A guide to just transitions](https://learningforsustainability.net/post/a-guide-to-just-transitions/): This post introduces key ideas for supporting just transitions in complex systems — building a foundation for collaborative change across environmental, social, and economic challenges. The “A guide to just transitions | He puka arataki whakawhitinga tika“, was developed to assist communities, regions and sectors in navigating periods of disruption and achieving fair outcomes. Reflecting on the journey of developing the guide, I am reminded of the teamwork and dedication of the large cast of authors and practitioners involved in its creation. The development of this guide demonstrates the power of collaboration. Our team, brought together by Motu Research, consisted […]
- [Co-design and facilitation: keys to sustainable change](https://learningforsustainability.net/post/co-design-and-facilitation/): Addressing complex sustainability and development challenges require collective action. This post points to the pivotal role of facilitation and co-design in fostering impactful, constructive change. Human behaviours, at various decision-making levels, play a crucial role in navigating the complex sustainability and development challenges facing public sector policy staff today. These challenges encompass critical issues such as climate change, public health, catchment (watershed) management, biodiversity and conservation management. Equally important are the social, cultural, and economic dimensions, ensuring that local communities, farmers, and Indigenous peoples can thrive alongside environmental efforts. Recognising the importance of collaborative approaches like co-design and facilitation can […]
- [Unlocking collaboration: How effective facilitation drives meaningful outcomes](https://learningforsustainability.net/post/facilitation-collaboration/): In today’s fast-moving and increasingly complex environment, leaders and teams must collaborate effectively to respond to challenges, work across differences, and deliver meaningful outcomes. This post explores the often-underestimated role of facilitation in promoting constructive, collaborative change. Facilitation can be described as a process of enabling groups to work cooperatively and effectively together, emphasising the meaningful involvement of all participants. It draws on a system of tools, techniques and skills to support groups in achieving their objectives in a way that respects all contributions, builds ownership, and releases the creative potential of those involved. Over time, facilitation approaches can become […]
- [Using a DPSIR framework to support natural resource management and policy](https://learningforsustainability.net/post/extended-dpsir/): This post provides an introduction to an extended DPSIR (Driving Forces-Pressures-State-Impacts-Responses) framework, and looks to show how this can be used to more closely link the social and natural sciences to better help policy makers address complex problem situations. It also offers some pointers to how the framework can be used to support the development of just and equitable transitions. For additional background and a selection of annotated resources on DPSIR applications, see the related DPSIR resource page. A framework like DPSIR is not a solution on its own, but it offers a shared structure for making sense of complexity. […]
- [Skills and capacities that support collective action](https://learningforsustainability.net/post/collaborative-skills/): Building collaboration for complex challenges requires more than good intentions. It calls for expertise in social processes, skills for working together, institutions that support participation, and ways of learning from practice. This post reflects on four areas where capacity building can make the real difference. There are four broad areas in which it is important to support capacity building to enhance the collaboration and collective action that underpin responsible natural resource management. First, people with expertise in social processes are needed at all levels (just as we need technical expertise). Second, different stakeholders need the skills and capacity to engage […]
- [Using mixed methods to support planning, evaluation and learning](https://learningforsustainability.net/post/pme-mixed-methods/): This post and accompanying presentation shine a light on methodologies that help us combine reflective practice and adaptive management. The post and presentation begin with some ideas and concepts that introduce adaptive management and social learning, and then move to outline how these approaches can be supported by a  number of planning and evaluative methods and methodologies. Over the past decade, the challenges facing those who have the responsibility for making sound social and environmental decisions have multiplied. Common to many reviews pointing to good governance and management practice are elements of equity and social justice, stakeholder inclusion, strategic thinking, […]
- [Managing participation in Monitoring, Evaluation and Learning (MEL) initiatives](https://learningforsustainability.net/post/pmel/): The new SAGE Handbook of Participatory Research and Inquiry is now published and available as a two-volume set. My own involvement in this over the past three years has been as a co-editor of the Participatory Monitoring, Evaluation and Learning section of the handbook which provided the opportunity to work with my long-time colleague Marina Apgar, and our wonderful section chapter authors, alongside the editors. The handbook is written by an international group of 150 authors from a variety of disciplines and covers the growth of participatory research and inquiry over the past two decades. Collectively the authors provide a […]
- [Influencing practice change: An introduction to behaviour change models and strategies](https://learningforsustainability.net/post/practicechange-intro/): Shaping effective practice change means going beyond rules, incentives, or awareness campaigns. It requires understanding the deeper motivations, barriers, and social contexts that influence behaviour, and drawing on a mix of models and strategies to design change that lasts. Human behaviours, at a range of decision-making levels, play a key role in the many complex sustainability and development problems facing public sector policy staff. Challenges include issues such as climate change, public health, catchment (watershed) management, biodiversity and conservation management, and social inequities such as income inequality and poverty. A deeper understanding of how individuals, communities and organisations make decisions […]
- [Using rubrics to plan and assess complex tasks and behaviors](https://learningforsustainability.net/post/rubrics/): A rubric is an easily applicable form of assessment. They are most commonly used in education, and offer a process for defining and describing the important components of work being assessed. They can help us plan and assess complex tasks (e.g. essays or projects) or behaviors (e.g. collaboration, team work). Increasingly rubrics are being used to help develop assessments in other areas such as community development and natural resource management. In a recent report we describe how rubrics can be used to assess complex tasks and behaviours such as engagement and partnerships. More resources on rubrics can be found from […]
- [What's new at Learning for Sustainability](https://learningforsustainability.net/post/whats-new-at-learning-for-sustainability/): The Learning for Sustainability site is 14 years old this year, and has just received a major revision and upgrade! It brings links to a wide range of on-line resources together in one easy to access place. Learning for Sustainability (LfS) provides a comprehensive knowledge hub highlighting the wide range of skills and processes that are needed to support the constructive collaboration and joined-up action required for addressing complex issues. What’s new A number of new resource links have been added to topic areas including: managing virtual teams and meetings, knowledge management and co-production; indigenous knowledge systems, cross-sector partnerships; governance […]
- [Managing virtual teams and (increasingly) staff that work from home](https://learningforsustainability.net/post/managing-remote-teams/): Virtual teams have become common in recent years. Remote work allows businesses and startups to compete in an increasingly globalized society, and provides new freedoms for employees, freelancers and consultants to work with clients and colleagues – less constrained by geographic boundaries. Now, with travel restrictions and ‘social distancing’ strategies adopted by many organisations in the face of the coronavirus (COVID-19) disease, many more companies are encouraging staff to work from home – significantly fast-tracking this remote working trend. Recent Gallup research shows there can be significant benefits from having staff working remotely (at least some of the time). For […]
- [Systems thinking and associated tools](https://learningforsustainability.net/post/intro-systems-thinking/): NOTE: This posting has been redeveloped and reposted (27 February 2021) to provide a more useful framing. The new posting has the same inline slideset, but also links to a downloadable PDF of the presentation – and provides more descriptive text and links to related material. You can access the updated version of this post at:  An introduction to systems thinking and systemic design – concepts and tools. This slide set provides an introduction to systems thinking and systemic design. It also looks briefly at what concepts and tools might be used with these approaches. It covers 5 main topic […]
- [Six ways that agencies can influence behaviours](https://learningforsustainability.net/post/6es-policy-framework/): Often agencies and policy makers become reliant on a handful of approaches that they use to influence behaviour. This post introduces the 6 E’s framework as a a framework for agencies wanting to utilise a broader suite of policy approaches to more effectively encourage different groups and sectors to be mobilised, supported and encouraged to participate in the “common enterprise” of generating positive outcomes’. It links policy development with systems thinking and adaptive management. There is a growing range of complex policy areas, so-called ‘wicked’ problems, where it has become increasingly clear that government cannot simply ‘deliver’ policy outcomes to […]
- [Design and facilitation of collaborative processes](https://learningforsustainability.net/post/design-facilitation-collaborative-processes/):   Open slideshow
- [2017 in review - your favorite LfS content](https://learningforsustainability.net/post/2017-in-review/):       Another year has passed, and this provides a good opportunity to reflect on what content resonated most with visitors on the Learning for Sustainability (LfS) site in 2017.  So – based on the site statistics* – here are the most visited pages in terms of topic areas, blog posts and downloads of hosted content. The Learning for Sustainability (LfS) website operates as an international clearinghouse for on-line resources around collaboration, social learning and adaptation.  As you can see from the navigation bar above it provides pages of annotated links pointing to targeted resources on a range of […]
- [Social learning - what it looks like](https://learningforsustainability.net/post/social-learning/): Social learning is an approach for tackling complex environmental problems. These challenges often involve high uncertainty, many stakeholders, and disagreements about causes, effects, and desired outcomes. There is no single definition of social learning, but most descriptions of it highlight dialogue between groups.  These interactions help people to better understand different points of view, and develop processes for collective action and reflection over time. This post provides a brief introduction to the concept. More information and links to online resources can be found on the LfS social learning page. Additional links in this post explore various aspects of social learning. […]
- [After action reviews - and how they can be linked with ToCs to support strategic thinking](https://learningforsustainability.net/post/after-action-reviews/): This post introduces After Action Reviews (AARs), and indicates how theories of change and AARs can be used in tandem to create both the space and guidance for strategic learning, and subsequent adaptation and innovation. The importance of reflecting on what you are doing, as part of the learning process, has been emphasized by many reviewers. Building the capacity to reflect on action so as to engage in a process of continuous learning is increasingly seen as an important aspect of behavior change, and it is beginning to be used in many models of changing professional practice. However, it is not […]
- [Key evaluation questions (KEQs)](https://learningforsustainability.net/post/key-evaluation-questions/): This post explores how evaluations benefits from being focused on a small set of key questions. These are often referred to as key evaluation questions (KEQs). They should be seen as high level questions that assess progress towards the main specified outcomes, and will be answered by combining data from several sources and methods.  Evaluations provide an opportunity for your (or your clients’s) intervention’s overall progress to be considered, including focused consideration of specific aspects of the initiative. A well-developed theory of change (TOC) and accompanying logic models provide an outline that helps to develop measures of success that traces the intervention’s development and impact over […]
- [More about outcomes – why they are important … and elusive!](https://learningforsustainability.net/post/outcomes-important-elusive/): This post looks more specifically at outcomes, and how they can be developed and written. It highlights the benefits of focusing on outcomes for project planning, implementation and evaluation. It also provides some tips and ideas for involving program staff and stakeholders in developing and working with outcome statements. Until recently, the performance of many public sector programs has been judged largely on inputs, activities and outputs. Over recent years this approach has been increasingly questioned as being too concerned with efficiency considerations, without a corresponding focus on what benefits are actually arising from program funding and activities. Increasingly the […]
- [Diagramming a theory of change](https://learningforsustainability.net/post/diagramming-theory-change/): The previous post looked at the benefits of using a Theory of Change (TOC) to better understand your program or project. This post will look at how to use post-it notes and an expanded logic model framework to involve stakeholders in beginning to develop this bigger picture. Often rallying participants around the development of a visual logic model is a good place to begin the development of a theory of change. The use of key headings and post-it notes makes it easy to provide a structure to help people develop some early models that contribute directly to their program planning, and […]
- [Using a theory of change (ToC) to better understand your program](https://learningforsustainability.net/post/theory-of-change/): This post provides a short introduction to the language and concepts of Theory of Change or program theory. It looks at how the use of these outcomes-based approaches helps those involved with  program learning, planning and evaluation. Subsequent outcomes-based posts look more specifically at developing logic models and working with outcomes. Community-based change initiatives often have ambitious goals, and so planning specific on-the-ground strategies to those goals is difficult. Likewise, the task of planning and carrying out evaluation research that can inform practice and surface broader lessons for the field in general is a challenge. A Theory of Change approach provides a framework which […]
- [Building an online prescence](https://learningforsustainability.net/post/using-the-internet/): When the internet took off around the beginning of 1996, there were just 100,000 websites and around 25 million people online. Today there are just under 1 billion websites (see internetlivestats) and around 3 billion users. Along the way the internet has redefined the way the planet interacts, learns and does business. It has enabled new enterprises, cultural uprisings and an unimaginable number of personal connections. On a more personal level here is a link to our first website we built back in 1996 as the Landcare Research team working on Participatory research and Adaptive Management (Yahoo was around, but Google was yet to […]
- [Ensuring effective teams](https://learningforsustainability.net/post/ensuring-effective-teams/): Teams are an important element of many organizational initiatives. This post looks at a three phase approach to setting up effective teams. It outlines a number of key aspects that underpin success in each phase, and provides some key tips for effective teamwork. The use of learning and team approaches within organizations is well accepted as an integral component of many such initiatives. There are a variety of factors that drive this acceptance. Predominantly they stem from the reality that many activities are just too large for individuals to handle alone. Another is that teams are more effective at addressing […]
- [Participatory action research provides for multiple benefits](https://learningforsustainability.net/post/par/): Over recent years we have begun to see the increased use of collaborative and multi-stakeholder processes in a range of sustainability, natural resource and environmental management areas and sectors. Participatory Action Research is emerging as a useful approach to improving the way we learn about and improve the way we manage these processes. This blog provides a brief introduction to action research and how it is can be used, and points to a range of resources that provide more specific information around its use in practice. Participatory Action Research (PAR) is one of a family of research methodologies (action research, […]
- [Complicated or complex - knowing the difference is important](https://learningforsustainability.net/post/complicated-complex/): Understanding the difference between complex and complicated systems is becoming important for many aspects of management and policy. Each system is better managed with different leadership, tools and approaches. This post explains those distinctions and introduces approaches suited to working adaptively in complex, real-world contexts. [Originally published February 2016. Updated October 2025 to include new reflections and links to recent resources.] A major breakthrough in understanding how to manage complex multi-actor situations and programs has come through the fields of systems thinking and complexity-aware practice. Systems thinking helps people see the overall structures, patterns and cycles in systems, rather than […]
- [Sustainability: six ways to influence behavior change](https://learningforsustainability.net/post/behavior-change/): Much human behavior is habitual. However, when external conditions change – for example as we seek to address emerging sustainability issues around all sorts of sectors (in transport, energy, biodiversity, climate change, public health, etc.) old habits may no longer be appropriate. In situations like this, we look to come up with social marketing campaigns to encourage people to change their practices. These campaigns are often based on providing information about the effects of the choices we make, and what we could, or should, do differently. However, current research reminds us that campaigns that concentrate on firing off messages and […]
- [Ten years on - and a new website look](https://learningforsustainability.net/post/ten-years-on/): The Learning for Sustainability (LfS) site will celebrate more than ten years of operation this year. In order to maintain the level of service that visitors require the site is being extensively revised and upgraded. I am currently moving the site to a wordpress platform, and the indexing and structure of site sections will also be rebuilt during this period. This will result in a site that is more streamlined, and works equally well for those of you using tablets and phones to access the site in the field. While this is being done the original site can be accessed […]

## Pages

- [Theory of Change – resources and guidance](https://learningforsustainability.net/toc-resources/): Theory of Change is a practical way to explore how and why change is expected to happen in programmes, policies, and place-based work. It helps people clarify intentions, surface assumptions, and link strategy with reflection and learning. Many teams use a ToC to strengthen programme design, support shared conversations, and make evaluation more meaningful. This page curates open-access guides, papers, and examples from across the web, along with a few pieces of related material from the LfS site. These resources highlight different ways of developing and using ToCs, including how they sit alongside logic models and outcomes models. Used together, […]
- [Behaviour change resources – guides to approaches and theories](https://learningforsustainability.net/behaviour-change-resources/): Behaviour change interventions are central to community and regional development, especially where sustainability and systemic change are at stake. While the basic principles are universal, effective strategies need to be shaped for context, linking technical, organisational, and social elements in ways that fit the people and places involved. Much early work focused on individual-level models such as motivation, attitudes, and habits. These remain useful, but recent experience shows that change also depends on wider social processes and system conditions. Reducing barriers, simplifying pathways, and aligning incentives all help make preferred behaviours easier and more attractive. Newer perspectives emphasise empowerment and […]
- [Strategic planning resources](https://learningforsustainability.net/strategic-planning-resources/): Strategic planning supports groups to make sense of their context, clarify what matters, and decide how best to move forward. It helps organisations shape purposeful action without locking themselves into rigid plans, especially when working in uncertain or shifting environments. Good planning blends clear direction with the flexibility to respond, adjust, and learn over time. Effective strategy work often combines structured methods with opportunities for open reflection and inquiry. Tools that support environmental scanning, goal setting, or priority development can help groups build a shared picture of where they are and where they want to head. Approaches like STEEP analysis, […]
- [Systems thinking resources](https://learningforsustainability.net/systems-thinking-resources/): Systems thinking is a powerful approach for understanding and addressing complex, interconnected problems. By focusing on how the elements of a system interact, it enables us to see the bigger picture, identify leverage points for meaningful change, and develop more effective solutions. Unlike reductionist methods, systems thinking emphasises inter-relationships, diverse perspectives, and setting clear boundaries to navigate complexity. This approach is particularly valuable in multi actor settings, where different perspectives, interests, and knowledge systems need to come together. It supports work on wicked problems that no single group or viewpoint can solve alone. As systems continue to evolve, systems thinking […]
- [Complexity-aware thinking and practice](https://learningforsustainability.net/complexity-aware/): This hub page brings together ideas, tools, and examples that help practitioners recognise and work with complexity in social and environmental systems. It explores how structure and emergence can operate together, offering practical ways to stay coherent while remaining responsive to change. In practice, many collaborative programmes sit between the predictable and the uncertain. Systems thinking provides structure – a way to see patterns, clarify logic, and coordinate effort. Complexity-aware thinking reminds us that cause and effect may be unclear, that relationships shift, and that surprises often hold the most useful insights. Real-world collaboration depends on both: enough structure to […]
- [Reflective and reflexive practice resources](https://learningforsustainability.net/reflective-practice-resources/): Reflective and reflexive practice help people learn from experience and adapt how they work in real situations. They encourage a pause to consider what has happened, why it unfolded that way, and how assumptions, behaviours, and relationships shape outcomes. These practices can strengthen decision making, support collaboration, and improve how teams learn together over time. This page brings together a curated set of resources to help individuals and groups use reflective and reflexive approaches in their work. It includes concise introductions, practical guides, and tools that can be applied in day to day practice. The aim is to make it […]
- [Scaling resources for complex, multi-actor settings](https://learningforsustainability.net/scaling-resources/): Scaling work in complex settings is about how development and other initiatives grow across places and groups over time, not just about expanding reach. It asks us to pay attention to how ideas travel, how meaning and capability grow locally, and how the wider environment supports change to hold over time. Many practitioners now draw on scaling approaches that blend learning, adaptation, relationships, and system awareness rather than relying on simple roll outs. This page brings together selected resources that offer practical guidance for those thinking about scaling with care. The collection includes frameworks, tools, and reflections from different sectors […]
- [Approaches to scaling in complex, multi-actor settings](https://learningforsustainability.net/rethinking-scaling/): Scaling initiatives in fields such as development, agriculture, or health in complex multi-actor settings is less about replicating a model and more about supporting change to travel in ways that fit local contexts. This section introduces approaches that balance reach, meaning, and enabling conditions, helping change grow through learning, relationships, and system support. Many of us grew up with the idea that you trial something in one place, prove it works, then roll it out at scale. Experience across different fields shows how limited this view is. What succeeds in one setting can fall flat in another if we overlook […]
- [AI for reflective practice, research, and collaboration](https://learningforsustainability.net/generative-ai/): This page curates practical, human-centred resources to help you explore generative AI as a support for reflective practice, research, and group learning. It highlights pathways for using AI thoughtfully, in ways that assist with sense-making, preparation, and collaboration, while keeping people, purpose, and relationships at the centre. Generative AI is changing how we think, learn, and work together. People in research, evaluation, facilitation, policy, and business are exploring how these tools can support early thinking, preparation, and shared learning. For many, the question is not whether to use AI, but how to do so in ways that align with values, […]
- [Reimagining collaboration and funding in development](https://learningforsustainability.net/reimagining-development/): Development systems are changing rapidly. Funding cuts, shifting priorities, and locally led reforms are reshaping how collaboration happens across the world. This page brings together data, analysis, and examples to help practitioners explore what a more inclusive, learning-oriented approach to development might look like. The international development system is in a period of flux. Major donors have announced sharp reductions in official development assistance (ODA), with OECD reporting indicating significant cuts compared with 2023 levels. These shifts are already disrupting programmes, while sparking wider debate about what a future system should look like. Recent analyses describe this moment as a […]
- [Human research and evaluation ethics: resources and readings](https://learningforsustainability.net/human-ethics-resources/): It is important for researchers, evaluators, and organisations to check that their projects meet ethical expectations – particularly when work involves social or human dimensions. This companion page curates additional resources, frameworks, and reflective papers on ethics in research and evaluation. It is intended to complement the main ethics page , which shares protocols and templates for collaborative peer review. The readings highlighted here provide background knowledge and professional guidance to strengthen ethical reflection, particularly for those working independently or in applied, community-based contexts. As a starting point, see the related blog post Ethics in practice: supporting reflection for independent […]
- [Paradigms, identity and collective action](https://learningforsustainability.net/paradigms-and-collective-action/): This page explores key insights and practical research into how shared meaning, identity, and governance shape behaviour in complex systems? Understanding behaviour change in complex settings requires a shift from focusing on individuals alone to considering the wider systems and shared meanings that shape what people do. First, paradigms – the deep, underlying frameworks through which people interpret the world – powerfully influence which actions are seen as possible, and which remain invisible. Challenging and shifting these paradigms can create new opportunities but may also introduce blind spots Second, collective identity matters: when communities, organisations, or movements cultivate a sense […]
- [Climate adaptation: frameworks, practice, and learning](https://learningforsustainability.net/climate-adaptation/): This page shares practical resources that focus on the people, practice, and feedback loops that underpin effective adaptation. It highlights guidance on adaptive management, monitoring and learning, collaboration, and futures thinking to support practitioners, researchers, and policymakers engaging with adaptation locally and globally. Climate adaptation is the work of adjusting how people, places and systems operate so we can live with present and expected climate risks. It sits alongside mitigation. Adaptation turns plans into practice by changing policies, institutions and everyday behaviour, and by supporting people to act together. See the overview of approaches in the frameworks page: Examples of […]
- [Tools and approaches for collaborative adaptation practice](https://learningforsustainability.net/climate-adaptation/practice/): Adaptation takes root when people can work together to respond to change. While technical fixes are important, they are rarely enough on their own. Successful adaptation depends on processes that enable collaboration, build shared understanding, and connect knowledge across sectors and communities. For facilitators, this means creating spaces where diverse voices can engage with evidence, explore trade-offs, and co-design options. For programme leads, it means commissioning initiatives that integrate learning loops, support equity, and ensure outcomes are both credible and owned by those involved. This page curates practical frameworks, toolkits, and reflective approaches to support collaborative adaptation practice. It is […]
- [Biodiversity and ecosystems](https://learningforsustainability.net/biodiversity-and-ecosystems/): Biodiversity initiatives, ranging from protected areas to ecosystem restoration projects, require indicators that demonstrate whether these efforts are truly safeguarding species, habitats, and the ecosystem services that people rely on. Globally, biodiversity frameworks such as the Aichi Targets and the Kunming–Montreal Global Biodiversity Framework provide essential direction and accountability by setting clear goals and tracking headline trends. This page is part of the site’s emerging nexus areas, highlighting biodiversity and ecosystems as a domain where programme frameworks, systemic perspectives, and indicators must be more effectively connected. Biodiversity partnerships typically involve multiple actors, including conservation organisations, Indigenous and local communities, and […]
- [This page shows typography](https://learningforsustainability.net/typography/): This page shows typography (H2) This page shows typography (H3) This page shows typography (H4) This page shows typography (Para)
- [Climate adaptation metrics and resilience](https://learningforsustainability.net/climate-adaptation-metrics/): This page highlights how adaptation is tracked and known, drawing on global reports and frameworks. It explores gaps in indicators and monitoring systems, and shows how MEL and resilience pathways can help us understand whether adaptation efforts are genuinely reducing risk and supporting equity. It highlights climate adaptation as a domain where programme frameworks, system perspectives, and indicators need to be better connected. Resilience pathways unfold within complex systems, and adaptation indicators must show whether local and national actions are genuinely reducing climate risk, strengthening ecosystem health, and supporting equity. Around the world, national climate monitoring and reporting systems provide […]
- [Emerging nexus areas](https://learningforsustainability.net/nexus-areas/): This section introduces four nexus domains where I see important gaps and opportunities to connect programme frameworks, system perspectives, and indicators. These are areas where indicators are often fragmented or missing, and where technical, policy, and social contributions can easily be treated in parallel. My work in these spaces focuses on joining them up in ways that make sense in practice and help track whether real change is happening. These are not the only domains where I work, but they do represent pressing sustainability challenges often described as part of today’s interconnected crises. Here, adaptive management, monitoring and evaluation, and […]
- [AI in context: the wider picture](https://learningforsustainability.net/ai-in-context/): AI technologies are increasingly influencing how organizations operate across business, sustainability, policy, and organizational development domains. In 2025, generative AI is already being used to support decision-making, enhancing collaboration, optimizing operations, and driving systemic change in complex real-world environments where values, context, and care matter deeply. Beyond technical tools, AI is beginning to reshape organizational structures, governance frameworks, and environmental practices. Understanding these shifts is essential for those leading strategy, systems change, sustainability, or organizational development. This page presents a curated set of resources and reports that explore AI’s widening role within social, ecological, and organizational systems. These insights highlight […]
- [My publications (reviewed reports)](https://learningforsustainability.net/will-allen/reports/): My reviewed (and shareable) reports are here (as well as occasional posts and newsletter article) … and a listing of my journals and book chapters is also available from an accompanying page. Evaluation insights from the Living Water programme – This 2024 collection of evaluation resources documents the Living Water programme, a ten-year partnership between DOC and Fonterra to improve freshwater ecosystems while supporting sustainable farming. Led by Will Allen and Viv Sherwood, the evaluation used a Complexity-Aware Monitoring and Evaluation (CAME) approach, incorporating systems thinking, adaptive management, and developmental evaluation. Resources include a national programme evaluation summary, five site […]
- [Will Allen - skills portfolio](https://learningforsustainability.net/will-allen/skills-portfolio/): Examples of facilitation, MEL and systems practice that help teams align, act and learn in complex settings. This portfolio samples how I support collaboration, evaluation and strategy across adaptation, biodiversity and freshwater. Each piece shows practical tools and facilitation that turn learning into better decisions. You can also learn more about my background, publications, and broader work focus on the main Will Allen page. Much of my work is anchored in four interlinked domains: climate adaptation, biodiversity and ecosystems, freshwater and catchment management, and food systems/nexus themes. Across these areas I specialise in monitoring, evaluation and learning (MEL) frameworks and […]
- [Will Allen - services and support](https://learningforsustainability.net/will-allen/services-and-support/): Practical facilitation, MEL and strategy support to help teams align, act and learn. I help organisations and teams navigate complexity through collaborative process design, reflective coaching, and strategic input. With over 30 years of experience in sustainable development and natural resource management, my work is anchored in interlinked domains: climate adaptation, biodiversity and ecosystems, freshwater and catchment management, and other nexus themes. I’m based in Aotearoa New Zealand, but I also work remotely and with international teams. Across these areas, I specialise in designing monitoring, evaluation and learning (MEL) frameworks and indicators that do more than report progress — they […]
- [Will Allen – systems scientist, evaluator and facilitator](https://learningforsustainability.net/will-allen/): Supporting collaboration, reflection, communication, and strategy in complex multi-actor settings I’m the developer and curator of the Learning for Sustainability website and also work as a consultant and practitioner in collaborative systems practice. With over 30 years of experience in sustainable development and natural resource management, I help organisations, partnerships, and research teams navigate complexity through collaborative process design, reflective coaching, strategic input, and writing support. Much of my recent work has been in interlinked, multi-actor domains. These include climate adaptation, biodiversity and ecosystems, freshwater and catchment management, and other nexus themes. I highlight these because they illustrate pressing sustainability […]
- [Asking good questions - a key skill for learning and collaboration](https://learningforsustainability.net/asking-good-questions/): Asking thoughtful questions is a simple yet powerful way to unlock insight, build relationships, and support collective learning. In complex settings, good questions can open space for reflection, help people see challenges from new perspectives, and guide groups towards shared understanding and action. Being able to ask good questions is a key skill for anyone working in collaborative or learning-focused roles. It helps create the conditions for curiosity, deeper dialogue, and joint problem-solving, which are essential in multi-actor initiatives and systems change work. This page brings together practical guides, examples, and frameworks for developing and using questions more effectively. The […]
- [Facilitation tools and techniques](https://learningforsustainability.net/facilitation-activities/): “When we create the conditions for people to contribute fully, we also create the conditions for shared insight, commitment, and change.” Facilitation helps people work well together—whether that’s making shared decisions, building trust across difference, or reflecting on experience. While whole-of-process design is essential, much of what makes facilitation effective lies in the small moves: a well-timed prompt, a simple structure for dialogue, or a closing activity that helps meaning settle. This page brings together practical techniques that facilitators can use in meetings, workshops, and collaborative gatherings. It includes adaptable activities, story-based approaches, participatory methods, and resources for virtual and […]
- [Site structure and navigation](https://learningforsustainability.net/site-structure/): The Learning for Sustainability website is designed to support practitioners and others working at the intersection of strategy and practice, fostering, designing, and facilitating collective action in complex, multi-actor settings. The site focuses on the places and boundaries where strategic intent meets implementation, where policy meets practice, and where diverse people and knowledge systems come together to address complex challenges. Originally developed as the structure for my PhD dissertation, the site has grown over two decades into a working manual and shared bookmarks collection – something I return to often and share freely. Whether you’re a facilitator, researcher, policy advisor, […]
- [Using AI in research and practice](https://learningforsustainability.net/using-generative-ai/): As generative AI tools like ChatGPT and Perplexity become more accessible, researchers and practitioners are exploring how they can support applied research, writing, and reflection. In complex, real-world settings, where collaboration, nuance, and diverse values matter, AI can be a helpful assistant. At the same time its use raises important ethical and methodological questions. This page shares curated resources and reflections on using AI in practice-based research and other applied settings. It highlights practical ways these tools can support inquiry, sense-making, and writing, while also considering risks, limitations, and the need for human judgment. The materials are especially relevant for […]
- [Co-producing knowledge and understanding](https://learningforsustainability.net/co-producing-knowledge/): In complex, real-world settings, progress often depends not just on better information, but on deeper understanding—shared across groups, disciplines, and knowledge systems. This strand of social learning explores how people work together to create, connect, and use knowledge in ways that support collaborative learning, decision-making, and adaptation. In systems-facing and participatory work, knowledge is not a static asset to be transferred. It is shaped through relationships, dialogue, and practice. Whether in sustainability transitions, policy design, natural resource management, or organisational change, co-producing knowledge involves surfacing assumptions, making mental models visible, and working across boundaries to generate insights that are relevant […]
- [Communities of Practice: Learning together for change](https://learningforsustainability.net/communities-of-practice/): Communities of Practice (CoPs) are a widely used approach for collective learning and adaptation. They create spaces where people with shared concerns or goals can exchange ideas, test new practices, and deepen their understanding over time. In sustainability, organisational change, and other complex fields, CoPs provide a practical way to connect experience with reflection, enabling diverse actors to learn from each other while tackling real-world challenges. This page curates key guides and articles that explain how CoPs work, what makes them successful, and why they remain relevant for organisations and networks today. Whether you are building a new CoP or […]
- [Managing collaborations](https://learningforsustainability.net/collaboration/): This section provides practical strategies for designing, facilitating, and sustaining effective relationships among diverse actors. It supports teams and initiatives working to engage meaningfully, share decisions, and navigate complexity together. Effective collaboration depends not only on inviting others in, but also on the systems and structures that support participation over time. One-off consultations are not enough. What’s needed is long-term relationship-building, shared understanding, and the capacity to work through uncertainty and difference—especially in multi-actor and cross-sector settings. This section includes tools for actor mapping and analysis, multi-actor process design, facilitation, cross-sector partnerships, and managing participation across cultural and institutional boundaries. […]
- [Social learning in practice](https://learningforsustainability.net/social-learning-in-practice/): Social learning is central to the Learning for Sustainability site. It refers to how people come together to share knowledge, reflect, and take action on shared challenges. It emphasises collaboration, dialogue, and mutual understanding—especially in settings where multiple perspectives and knowledge systems need to work together. In these contexts, learning is not just an individual process. It’s relational, collective, and deeply connected to place and purpose. As Sriskandarajah and colleagues put it, “sustainability is better seen as a measure of the relationship between the community as learners and their environments, rather than an externally designed goal to be achieved”. This […]
- [About the site, the people, and other bits and pieces](https://learningforsustainability.net/about-this-site-2/): This section offers background on the Learning for Sustainability site, the people and ideas behind it, and how everything fits together. It introduces the site’s history, structure, and contributors, along with pages that share context, connections, and a few practical extras. Learning for Sustainability (LfS) is a long-running knowledge-sharing platform that supports collaboration, co-design, and learning for change in complex settings. Curated since 2005, it brings together tools, frameworks, and reflective resources to help people and organisations work more effectively on sustainable development, natural resource management, and systems change. The site is grounded in real-world practice and designed to support […]
- [Useful links](https://learningforsustainability.net/useful-links/): This section curates practical external resources to support your work in facilitation, sustainability, digital engagement, and job-seeking within environmental and development fields. It complements the core Learning for Sustainability content by pointing to helpful tools, guides, and reference materials from across the web. The focus is on open-access resources that are directly useful in planning, collaboration, education, and systems practice—especially in applied and participatory settings. Explore the categories below to find tools and ideas that support your work: Facilitation guides, tools and techniques A collection of guides and resources for supporting collaborative planning, participatory engagement, and effective group facilitation. Managing […]
- [Applied research](https://learningforsustainability.net/applied-research/): This section explores practice-based and participatory research approaches that connect inquiry with action in complex, real-world settings. It highlights tools and frameworks to help researchers and practitioners integrate diverse knowledge systems, reflect ethically, and link evidence with practice. It then offers resources and tools to support ethical, participatory, and practice-oriented research — particularly in settings where collaboration, systems thinking, and grounded knowledge matter. It reflects a broad interpretation of applied research that includes reflective practice, interdisciplinary integration, and responsiveness to diverse values and worldviews. The following pages in this section provide frameworks and guidance for researchers, evaluators, and practitioners working […]
- [Supporting change](https://learningforsustainability.net/supporting-change-2/): Responding to complex social and environmental challenges requires more than good ideas—it requires approaches that support meaningful and lasting change. This section brings together frameworks, strategies, and practical tools to help individuals, teams, and organisations navigate change in adaptive, collaborative, and context-sensitive ways. The resources below reflect diverse ways of working with change—from behaviour science and systems thinking to co-innovation, governance, and strategic foresight. They can be used to inform programme design, strengthen facilitation, support adaptive management, and build shared direction in multi-stakeholder settings. Explore the pages below to learn more: Multi-stakeholder processes Introduces practical tools and frameworks for enabling […]
- [Monitoring, evaluation and learning (MEL)](https://learningforsustainability.net/evaluation/): This section brings together strategies and tools for complexity-aware monitoring, evaluation, and learning (MEL). It supports evaluators, project teams, partners, and others involved in collaborative initiatives to connect data with dialogue, measure what matters, and use reflection to guide ongoing adaptation and improvement. In complex, real-world settings, evaluation is more than a reporting requirement – it’s part of a continuous learning process. Effective MEL approaches support teams to reflect, adapt, and make sense of change as it unfolds. This means grounding evaluation in context, values, and relationships – not just metrics and performance indicators. Traditional approaches often focus on accountability […]
- [Understanding the DPSIR framework: Linking human–environment interactions for sustainable decision-making](https://learningforsustainability.net/dpsir/): The DPSIR framework — Drivers, Pressures, State, Impact, Response — offers a structured way to understand and communicate the complex relationships between human activities and environmental change. Widely used in sustainability science and policy, DPSIR helps researchers, planners, and decision-makers identify key causal pathways, assess ecological and social impacts, and design effective responses. For related guidance on choosing and using indicators within such frameworks, see the Developing indicators and metrics resource page. As sustainability challenges grow more interconnected, the DPSIR model continues to evolve — informing not only environmental assessments but also guiding cross-sector dialogue and action. Its flexible structure […]
- [You're almost there! Please confirm your subscription](https://learningforsustainability.net/update-confirmation/): Thanks for signing up for updates from Learning for Sustainability. To complete your subscription, please check your inbox for an email containing a confirmation link. Click the link in that email to confirm your subscription. Why is this necessary?We use a double opt-in process to ensure that only those who genuinely want to receive updates are added to our mailing list. Once you confirm, you’ll receive occasional updates featuring: New resources and insights on sustainability, co-design, and adaptive management Practical tools to support collaboration and systems thinking Reflections on emerging trends and research relevant to practitioners like you What’s next? […]
- [Support the Learning for Sustainability website](https://learningforsustainability.net/support/): For more than 20 years, Learning for Sustainability has provided open-access resources to help individuals and groups navigate complex challenges and work more collaboratively toward sustainable outcomes. What makes this site distinctive is the blend of carefully curated and annotated collections with original reflective posts that explore key topics in practice. Behind the scenes, keeping this resource alive takes hundreds of hours of voluntary work — from researching and writing to maintaining links, updating content, and managing technical systems. There is no external funding or institutional support; it’s sustained entirely through commitment and reader generosity. Your donation directly supports the […]
- [blogs new](https://learningforsustainability.net/blogs/): Why reflection and reflexivity matter in a complex world Will AllenDecember 7, 2024 Reflection and reflexivity are essential for navigating complexity and fostering… Read More Participatory action research: tackling today’s complex challenges Will AllenNovember 18, 2024 Participatory action research (PAR) offers a practical and inclusive approach… Read More A guide to just transitions Will AllenJuly 29, 2024 It has been a year since the publication of “A… Read More Co-design and facilitation: keys to sustainable change Will AllenMarch 13, 2024 Addressing complex sustainability and development challenges require collective action. This… Read More The growing role of facilitation in driving sustainable […]
- [Participatory action research: tackling today's complex challenges](https://learningforsustainability.net/participatory-action-research-tackling-todays-complex-challenges/)
- [The impacts of climate variability on the world’s global aquifers](https://learningforsustainability.net/groundwater-monitoring/): Due to global trends in climate and human activity, groundwater is becoming increasingly more important as a water source. Alongside the effects of climate change and anthropogenic factors, natural climate cycles, like El Niño–Southern Oscillation (ENSO), the Pacific Decadal Oscillation (PDO) and the Atlantic Multi-decadal Oscillation (AMO), have considerable impacts on the groundwater recharge. However, to date, only a small number of studies have sought to gauge these impacts on a global scale and to consider their implications in terms of management and policy decisions. This page links to a research study (Michael Allen 2019) which looks at one methodological […]
- [Values and behaviours](https://learningforsustainability.net/values-behaviours/): Most sustainability initiatives require some level of change in human behaviour. Many mainstream policies and programmes designed to influence decision-making are based on the economic model of the “rational actor.” However, research shows that people are influenced by the behaviour of others, are not strictly self-interested, and have cognitive constraints and biases that shape decision-making. Beyond responding to incentives and information, how interventions are framed and communicated also plays a crucial role. Recognising that values emerge and evolve through social processes allows us to use collaborative dialogue as a way to influence decision-making. By co-designing processes that support socially desirable […]
- [Managing conflict](https://learningforsustainability.net/managing-conflict/): Effectively managing conflict is essential for fostering constructive deliberation and dialogue. By embracing collaborative approaches, individuals and groups can transform disagreements into opportunities for growth and understanding. Skills such as active listening, empathy, and creative problem-solving help stakeholders navigate conflicts more effectively and achieve mutually beneficial outcomes. There is a significant difference between fostering collaboration in a well-functioning group and trying to initiate it in a setting already marked by conflict. In the latter case, skilled facilitation and expert mediation become even more critical. Understanding and addressing conflict requires a nuanced approach that considers its root causes, dynamics, and potential […]
- [Theory of Change cntd.](https://learningforsustainability.net/theory-of-change-2/): This page provides links to a number of older – but still useful – resources on Theories of Change … and you can click back here to the main LfS Theories of Change page. Using Theory of Change in the development, implementation and evaluation of complex health interventions In this 2015 guide, Mary De Silva and Lucy Lee highlight that ToC can support the development of interventions, bringing together key stakeholders within the planning phase to scrutinise and address proposed approaches to achieving impact. It can also provide a rich process and impact framework to guide implementation and evaluation, addressing […]
- [Citizen science](https://learningforsustainability.net/citizen-science/): Citizen science can improve conservation and health outcomes by building scientific knowledge, informing policy formulation, and inspiring public action. It has much to offer for sustainability, conservation and public health research. Citizen science as a way to collect data with lay people’s help is particularly useful in a number of fields. This can be local such as environmental health monitoring. On a global level, the World Community Grid enables anyone with a computer, smartphone or tablet to donate their unused computing power to advance cutting-edge scientific research on topics related to health, poverty and sustainability. Citizen Science can help local […]
- [Useful Internet-based tools](https://learningforsustainability.net/useful-internet-based-tools/): The internet offers a wealth of resources to support work, research, and collaboration across different disciplines. Whether you need to plan meetings across time zones, find high-quality images for your projects, or access academic research, these tools can help streamline your workflow. Below is a selection of useful websites and resources, organised by category. Time and scheduling The world clock This site gives you the time for anywhere in the world, clicking on the city gives you more information. Importantly, it also has a time zone meeting planner to help you find the best time to organise that skype call with colleagues […]
- [Evaluation approaches and MEL tools](https://learningforsustainability.net/eval-guides/): Monitoring, evaluation, and learning (MEL) are essential for shaping effective strategies and guiding adaptive implementation—especially in complex, multi-stakeholder settings. As challenges like sustainability, equity, and systems change become more interconnected and dynamic, evaluation needs to do more than measure outcomes. It must support reflection, sense-making, and practical learning over time. This page curates a range of evaluation approaches and tools that can help teams and organisations clarify intent, track progress, and adapt strategy in real-world conditions. It brings together foundational resources with methods that support participatory practice, strategic learning, and systems thinking. Additional Planning, Monitoring, and Evaluation resources can be […]
- [test page](https://learningforsustainability.net/test-page/)
- [Co-production of knowledge](https://learningforsustainability.net/co-production-of-knowledge/): The growing need to make science more relevant and usable for real-world decision-making has driven the emergence of new science-policy models. Among these, co-production has gained significant attention in fields like climate science, environmental management, and governance. Co-production emphasises collaboration between researchers, practitioners, and communities to ensure knowledge is both practical and inclusive. Its appeal lies in its potential to break away from traditional, one-way approaches to knowledge creation, where researchers produce findings for others to apply, and instead foster partnerships that reflect diverse perspectives and priorities. By doing so, co-production not only promises more actionable science but also addresses […]
- [Older guides and literature](https://learningforsustainability.net/older-guides-and-literature/): Behaviour change interventions – guides to approaches and theories How the science of behavior change can help with sustainability This article is still a good place to start if this is a new topic to you. In this 2011 Guardian article Les Robinson shares his tips on how the science of behavior change can help to make sustainability initiatives more effective. He addresses some of the key questions such as “how to move beyond the converted?, and what to do when people just don’t appear interested. The role of key theories of change are explained. Beyond the ABC: climate change […]
- [Home](https://learningforsustainability.net/): Working With Change – working with complexityworking together Learning for Sustainability (LfS) provides a knowledge hub showcasing the skills and processes needed to support constructive collaboration and joined-up action on complex issues. It brings together annotated links to open access resources from diverse sectors and regions, alongside my own reflections, insights, and papers. Grounded in systems thinking and complexity-aware practice, the site supports people and organisations to work with structure and adaptation – strengthening reflection, collaboration, and purposeful learning across real-world settings. Now in its 20th year, LfS continues to curate and share links and resources that support collaboration and […]
- [Bits and pieces](https://learningforsustainability.net/bits-and-pieces/): This space is a home for smaller updates, fragments, and experiments that don’t quite fit elsewhere on the site. From time to time, I’ll also use it to surface older material from the site archive — pieces that still have relevance but may otherwise be harder to find. Think of it as a collection of notes, links, and reflections that connect with the broader themes of collaboration, learning, and sustainability. Sustainable development – as a people-centered concept
- [Elementor test](https://learningforsustainability.net/elementor-test/)
- [Engaging with indigenous lenses](https://learningforsustainability.net/indigenous-knowledge/): The role of science in addressing sustainability and well-being can be strengthened when it engages meaningfully with Indigenous peoples and their knowledge. In post-colonial contexts, this requires recognising that knowledge systems are embedded within power structures, and that research must be approached in ways that respect Indigenous authority, aspirations, and ways of knowing. As Linda Tuiwai Smith (1999) has argued, decolonising methodologies require moving beyond research that has historically served colonial interests, towards approaches that are ethical, reciprocal, and useful for Indigenous peoples. The United Nations Declaration on the Rights of Indigenous Peoples (UN 2007) affirms the rights of Indigenous […]
- [Practice change](https://learningforsustainability.net/practice-change/): Practice change is an essential part of driving innovation, improving outcomes, and addressing complex challenges in areas such as sustainability, healthcare, and natural resource management. This page provides access to a range of guides, tools, and techniques designed to help individuals, organisations, and communities reflect on and adapt their practices to meet evolving needs. While behaviour change often focuses on understanding and influencing individual actions, practice change operates at the collective level, addressing how groups and systems learn, adapt, and implement new ways of working. Having separate pages for behaviour change and practice change acknowledges the different yet complementary ways […]
- [Will Allen – services & bio](https://learningforsustainability.net/will-allen-old/): Navigating complex challenges in sustainable development and natural resource management requires more than just technical expertise – it calls for collaboration, systems thinking, and integration across sectors and disciplines. My work is grounded in a genuinely participatory approach that brings people together to co-design practical solutions, bridging silos and building shared understanding to tackle challenges holistically. I facilitate from the back of the room, creating space for everyone involved to contribute and learn. Whether working with communities, researchers, or policymakers, I focus on enabling others to take ownership of the process and the outcomes. I help organisations and teams navigate […]
- [Guides to managing virtual meetings](https://learningforsustainability.net/managing-virtual-meetings/): Virtual meeting doesn’t just offer opportunities for dispersed teams, it can also be effective in linking more loosely connected networks that might typically only come together for live events like workshops and seminars. Moving to online versions of what are usually highly interactive situations with large numbers of people involves some process adjustment. This can include staging a series of short topic-based interactions over weeks rather than a single one-off. This time spread has the added benefit of building capacity for discussion over time and steadily embedding new ideas in the real context of the participants. Initially challenging – this […]
- [Managing virtual teams](https://learningforsustainability.net/managing-virtual-teams/): Virtual teams have become common in recent years. Remote work allows businesses and startups to compete in an increasingly globalized society, and provides new freedoms for employees, freelancers and consultants to work with clients and teams – less constrained by geographic boundaries. Now, with travel restrictions growing in the face of the coronavirus (COVID-19) pandemic, many more companies are encouraging staff to work from home – potentially fast-tracking the remote working trend. This calls for managers to identify and address remote workplace issues in order to maintain/build a high-performing team, that can actually improve productivity and team engagement. An introduction […]
- [Volunteering: ethics & opportunities](https://learningforsustainability.net/volunteering-opportunities/): Volunteering offers a meaningful way to contribute to society, whether locally or abroad. People volunteer for many reasons—some to support causes they care about, others to gain new experiences, develop skills, or explore career pathways. While volunteering can be highly rewarding, it’s also important to ensure that opportunities align with ethical best practices and create genuine benefits for communities. This page provides key resources and links to help you find volunteering opportunities that match your skills and values. It also includes guidance on ethical considerations, including the impact of voluntourism, and how to ensure your efforts contribute positively. Whether you’re […]
- [Cross-sector partnerships and collaborations](https://learningforsustainability.net/partnerships/): Cross-sector partnerships and collaborations allow us to achieve together what we cannot accomplish alone. Many societal challenges—such as environmental degradation, healthcare, and poverty—are complex, spanning local, national, and international scales. Yet, these issues are often addressed with siloed or linear solutions, which fail to match their complexity. Successful outcomes increasingly depend on the coordinated efforts of individuals, communities, organisations, and policymakers. Cross-sector partnerships enable stakeholders to share information, resources, and capabilities, fostering innovative and scalable solutions. However, despite significant investments globally, much of the potential for cross-sector partnerships remains untapped. This Learning for Sustainability site itself is a key resource […]
- [Rubrics as tools for reflection, learning, and evaluation](https://learningforsustainability.net/rubrics/): A rubric is a practical tool for supporting learning, assessment, evaluation, and professional development. It provides a structured way to define and describe the key components of complex tasks and behaviours, helping teams or individuals reflect on performance and make informed judgments. While most commonly used in education, rubrics are increasingly being adapted for use in other sectors such as community development, natural resource management, and systems change. In these fields, they help bring clarity to reflection and decision-making, particularly in complex and evolving settings. Similar principles—such as using scaled criteria to assess quality—have long informed monitoring and evaluation in […]
- [Disclaimer and privacy policy](https://learningforsustainability.net/disclaimer-and-privacy-policy/): This page sets out the site’s disclaimer, privacy policy, and a brief note on cookies, to ensure transparency for all visitors. Disclaimer The purpose of this site is to share resources that support collaboration, learning, and action for sustainability. From the outset, the site has focused on linking to open-access materials so they can be freely shared. While there may be occasional exceptions, the clear policy has always been to highlight resources that are openly available. If you use or reference material from this site, please acknowledge the source. Disclaimer at a glance Content on this site is shared openly […]
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- [Developing and evaluating an engagement plan](https://learningforsustainability.net/engagement-plan/): The involvement of stakeholders, partners and communities in government and agency planning, decision-making and service delivery is important for ensuring the responsiveness, quality and effectiveness of programmes and services. Effective community and sector engagement also contributes to broader social outcomes such as building capacity and supporting democratic processes. Rather than presenting a prescriptive approach to planning and evaluating community engagement activities, the resources here encourage practitioners to use their judgement in matching the approaches and methods  to best support the objectives and budget of the engagement program in question. Planning community engagement Community engagement toolkit for planning This 2017 toolkit has been developed by […]
- [Methods and tools](https://learningforsustainability.net/systems-thinking-tools/): A number of methodologies and tools can be used to implement systems thinking  and systemic design approaches. Collectively, these help us generate and organize information about our system – our situation of interest. There are many different systems thinking tools, and these can be seen to help in a range of functional ways: For example we can use tools for: brainstorming (e.g. concept mapping, mindmaps);  dynamic and temporal thinking  (e.g. graphs – relationships over time, CLDs); and structural thinking (e.g. graphical function, structure behaviour/stock & flow, policy-structure/decision-making processes). In addition, many of these tools can contribute to the development of conceptual models, […]
- [Complexity-aware monitoring, evaluation and learning](https://learningforsustainability.net/complexity-aware-mel/): Many initiatives in areas like agriculture, public health, natural resource management, and climate adaptation operate in complex systems—where change is unpredictable, outcomes emerge over time, and different actors value different things. In these settings, traditional evaluation approaches that focus on attribution and fixed indicators can fall short. Complexity-aware monitoring, evaluation and learning (CAMEL) shifts the emphasis from control to contribution, from proving impact to making sense of change. It helps teams reflect, learn, and adapt as the work evolves—rather than waiting for answers at the end. Tools like theories of change, outcome pathways, and reflective rubrics still play a role—but […]
- [Wheel of Water research programme](https://learningforsustainability.net/wow/): The Wheel of Water is a 6-year government-funded research (2011 – 2017) of collaborative decision making for setting water quality and quantity limits in New Zealand. The project supports integrated decision making and processes that take into account environmental, economic, social and cultural implications at the catchment scale. The programme is led by Aqualinc Research Ltd and also involves researchers from Landcare Research, AgResearch, Tipa and Associates, Will Allen and Associates, Participatory Techniques Ltd, ESR and AERU. This page lists some of the outputs I was involved in as part of my involvement in this programme, a more comprehensive listing of outputs is available from The Wheel of Water Research Programme […]
- [Design thinking and co-design](https://learningforsustainability.net/design-thinking/): Design thinking has its origins in product and service innovation, emphasising empathy with users, iterative prototyping, and creative problem-solving. Co-design—often used interchangeably with participatory design—extends this by actively involving stakeholders, end-users, and project teams in shaping solutions. As design thinking has been applied to broader social and environmental challenges, it has increasingly intersected with systems thinking, giving rise to more integrated approaches such as systemic design. A new blog post on co-design in complex settings shares practitioner reflections on how co-design processes unfold in real-world, multi-stakeholder initiatives. It highlights six key elements that support grounded, inclusive, and adaptive collaboration—complementing the […]
- [Systemic co-design](https://learningforsustainability.net/systemic-design/): Collaborative, multi-stakeholder processes are vital for tackling complex societal challenges, but they require careful design to ensure lasting impact. Unlike the planning for a single meeting or workshop, systemic co-design involves flexible, iterative processes that can span months or even years. These processes need to accommodate emergent learning while offering a clear sense of direction, ensuring that stakeholders can collectively navigate towards desired outcomes. Systemic design, often referred to as co-design, differs from traditional service or experience design in its scale and complexity. It focuses on higher-order social systems composed of interconnected subsystems and diverse stakeholders, such as public health, […]
- [Starting a social enterprise](https://learningforsustainability.net/starting-social-enterprise/): Social enterprises operate in many different sectors and are making headway in bringing about change through a sustainable business. They are businesses that are set up to seek to improve social or environmental goals. They operate in a range of sectors and can be run under a number of different organizational and legal arrangements. However social enterprises have some unique challenges. For example, Social Enterprise UK point out that in a social enterprise you don’t just have to worry about keeping the customer satisfied. You have to satisfy your social ambitions too – whether that means serving a community, protecting the environment or solving a […]
- [water-things](https://learningforsustainability.net/mwa/water-things/): another test
- [Meaningful Water Management: Monitoring and Evaluation](https://learningforsustainability.net/mwa/): Here you can find a collection of resources on an effective monitoring and evaluation systems for water resource management. With a growing world population and with an increasing frequency of extreme environmental events the need for good water management is becoming more and more important. For any meaningfully management of water, there needs to a tailored monitoring and evaluation systems put into  place. In addition, for it to have the and ability to work towards sustainability it also needs to be an adaptive management system so can take into account changing circumstances. Below are two components common to effective monitoring […]
- [DPSIR (Drivers, Pressures, States, Impacts, Responses)](https://learningforsustainability.net/mwa/dpsir/): Understanding the complex relationships between human activities and environmental change is essential for sustainable resource management. The DPSIR framework (Drivers, Pressures, States, Impacts, Responses) provides a structured approach to analysing these interactions, helping researchers and policymakers identify key factors influencing ecosystems and society. By breaking down environmental challenges into clear components, DPSIR supports decision-making processes by revealing causal relationships, assessing policy effectiveness, and guiding adaptive management strategies. The model has been widely adopted across disciplines and is particularly useful in addressing dynamic and interconnected issues such as water resource management, climate change, and biodiversity conservation. DPSIR is more than an […]
- [Building Capacity for Social Learning in Environmental Management](https://learningforsustainability.net/kilvington-phd/): Margaret Kilvington [ margaret.kilvington@gmail.com ] A dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy, Lincoln University, New Zealand [Reference as: Kilvington, M.J. (2010) Building Capacity for Social Learning in Environmental Management. PhD, Lincoln University. Available on-line at https://learningforsustainability.net/pubs/kilvington/] The concept of social learning has been increasingly promulgated, if not as a solution, then at least as an important supporting framework for problem solving in the kinds of complex contested, multistakeholder situations that typify current resource allocation and environmental management challenges. In this thesis I examine the origins and uses of the social learning construct, […]
- [Strategic planning and direction setting](https://learningforsustainability.net/strategic-planning/): This hub page brings together site pages that offer resources and guidance for shaping strategy and shared direction in complex, shifting environments. It highlights why strategic planning needs to be adaptive and context-aware, and provides practical pathways for groups to explore their landscape, align intent, and make thoughtful decisions together. The focus is on approaches that support clarity, collaboration, and steady learning as circumstances evolve. Strategic planning and direction setting help groups navigate uncertainty, clarify intent, and work together with purpose. In complex environments, strategy is less about predicting the future and more about paying attention to context, aligning shared […]
- [photos](https://learningforsustainability.net/photos/)
- [Working across cultures](https://learningforsustainability.net/working-across-cultures/): In an increasingly interconnected world, cross-cultural communication is essential for effective collaboration. Whether in business, research, policy, or community engagement, the ability to communicate across cultural boundaries influences the success of partnerships, negotiations, and decision-making processes. Cross-cultural communication extends beyond learning different languages; it also involves understanding how cultural values, norms, and communication styles shape interactions, even when people speak the same language. Differences in social practices, power dynamics, decision-making approaches, and non-verbal cues can create barriers, but when managed well, they can also foster creativity, innovation, and stronger relationships. Developing cultural competence—the ability to engage effectively and respectfully across […]
- [On-line games for learning and sustainability](https://learningforsustainability.net/online-games/): Games offer a unique and engaging way to learn, blending discovery, experimentation, and problem-solving. Unlike traditional learning methods, games lower the threat of failure, allowing players to try, make mistakes, and try again without fear of losing face. By immersing players in interactive scenarios, games encourage exploration, critical thinking, and the application of skills in new contexts. Computer games, in particular, make players active stakeholders in the challenges they face on-screen. Increasingly, games are being developed to support learning about sustainable development, helping players understand real-world issues in an interactive and enjoyable way. Beyond their educational benefits, these games are […]
- [Integrating impact assessment](https://learningforsustainability.net/impact-assessment/): Impact assessment refers to processes of examining the potential implications of proposed actions (be they project, plan or policy actions). These may be integrated, or have an emphasis on looking at the impacts (intended and unintended) around different areas of interest – environment, social (including health), cultural and economic. That analysis is then used to modify proposals, to inform final decisions about proposals, and to inform impact management plans. As the recent SIA Guidance Note points out, there is growing consideration that these documents can move beyond just static reports, and be placed within the context of planning and management […]
- [Expanding the role for the social sciences](https://learningforsustainability.net/social-sciences-role/): Sustainability challenges are often framed around individual behaviour change, with policies focusing on shaping attitudes, choices, and personal responsibility. However, achieving lasting transformation requires looking beyond the individual to consider how broader social, cultural, and economic systems influence sustainability outcomes. This section highlights the critical role of social sciences in shaping sustainability strategies, moving beyond narrow behavioural models to approaches that recognise collective agency, power dynamics, and structural change. Throughout this site, we emphasise the need to strengthen the social and human dimensions of social-ecological governance. This includes fostering  participatory action research, ethical considerations,  interdisciplinary collaboration, and the use of using […]
- [Job opportunities in environment and development](https://learningforsustainability.net/job-opportunities/): The environmental and development sectors offer a diverse range of career opportunities, from conservation and climate policy to community development and sustainability initiatives. Whether you’re starting out, changing careers, or looking to advance, the internet provides a wealth of resources to help you find job openings, explore volunteering opportunities, and plan for international roles. This page brings together key links to job boards, NGOs, aid agencies, and consulting firms in the fields of environment and development. For those considering international opportunities, there are also useful resources to help with relocation, cultural transitions, and working abroad. Transitions Abroad provides the alternative […]
- [Using narrative and stories to help learning](https://learningforsustainability.net/narrative/): Narratives and storytelling are powerful tools for understanding, communicating, and influencing change. In research, they help capture diverse perspectives, lived experiences, and complex social dynamics. Stories are particularly valuable for giving voice to marginalised groups, engaging pluralistic perspectives, and making complex ideas more accessible and meaningful. Beyond research, narratives are increasingly recognised for their role in policy development, organisational change, and science communication. Whether used to translate scientific knowledge for wider audiences, explore organisational learning, or shape public policy, stories provide a means to connect with people, foster engagement, and inspire action. The resources below highlight how storytelling can be […]
- [Postgrad research - ideas and tips](https://learningforsustainability.net/postgrad-research/): Embarking on postgraduate research is both an exciting and demanding journey. From structuring and writing a thesis to developing strong supervisory relationships, students face numerous challenges along the way. Understanding what makes a well-constructed dissertation, how to communicate research effectively, and what examiners look for can make the process smoother and more rewarding. This page brings together a few useful resources to support both research students and their supervisors, offering guidance on thesis writing, supervision, authorship, and peer review. For those engaged in integrative and action research, additional resources provide insights into managing interdisciplinary projects, navigating methodological challenges, and ensuring […]
- [Insights for change: global reports shaping inclusive development pathways](https://learningforsustainability.net/global-reports/): This page highlights selected UN and other global reports that help frame the wider context for sustainable development. These assessments draw attention to the pressures shaping our world, the uneven progress across social and ecological systems, and the implications for people and places already experiencing climate and environmental risks. They offer a reminder to hold onto the bigger picture while working in specific settings. Alongside outlining the urgency of change, many of these reports also point to practical ways forward. They emphasise learning-based approaches, broad engagement, and the value of integrating knowledge across sectors and scales. Together they provide useful […]
- [Planning & evaluation: scope and scale](https://learningforsustainability.net/scope-scale/): Understanding the scope and scale of the activity we intend to measure is an important consideration when designing an evaluation. This page outlines different frameworks that provide a starting point for considering how deeply we want to assess outcomes and results. The Targeting Outcomes of Programs (TOP) framework helps evaluate activities involving people, such as workshops and training, by assessing their effectiveness and impact. The three rings approach reminds us that projects rarely achieve societal change in isolation but instead contribute within a wider network of initiatives and influences. Systems-based evaluation provides a framework for arranging information and developing understanding, […]
- [Guides to help initiate and manage multi-actor processes](https://learningforsustainability.net/multi-stakeholder-processes/): This page brings together a selection of guides designed to support multi-actor processes by focusing on the social dimensions of collaboration and change. These resources provide tools, techniques, and frameworks for those working to engage diverse groups and foster meaningful outcomes at individual, organisational, and community levels. Together, they offer insights into how shared goals can be achieved across complex settings, from addressing sustainability challenges to managing professional and collective practice shifts. As part of the “Supporting Change” section, this page complements the Behaviour Change and Practice Change pages by offering additional resources tailored to collaborative and multi-actor initiatives. While […]
- [Effective indicators for freshwater management: attributes and frameworks for development](https://learningforsustainability.net/indicator-development/): Effective indicators for freshwater management: attributes and frameworks for development Prepared for Aqualinc Research for the MSI Wheel of Water Project. Landcare Research Contract Report LC995, Lincoln, New Zealand ABSTRACT: Indicators quantify and simplify phenomena, and help us understand and make sense of complex realities. However, their greatest strength is in aiding management. To be useful, indicators must be embedded in a monitoring and evaluation (M&E) system that is seen as an integral component of a the wider management and decision making system. This 2012 report by Will Allen, Andrew Fenemor and David Wood outlines key steps for indicator-based reporting. These […]
- [Transdisciplinary and interdisciplinary - Bridging disciplines, knowledge systems and cultures](https://learningforsustainability.net/bridging/): Bridging disciplines, knowledge systems and cultures in pest management Environmental Management 2014 53(2):429-440) On-line journal copy available through Springer at http://link.springer.com/article/10.1007/s00267-013-0180-z) ABSTRACT: The success of research in integrated environmental and natural resource management relies on the participation and involvement of different disciplines and stakeholders. This can be difficult to achieve in practice because many initiatives fail to address the underlying social processes required for successful engagement and social learning. We used an action research approach to support a research-based group with a range of disciplinary and stakeholder expertise to critically reflect on their engagement practice and identify lessons around how to […]
- [Current users on-line](https://learningforsustainability.net/useronline/)
- [Current users online](https://learningforsustainability.net/usersonline/): [page_usersonline]
- [Reflections on digital participation (2005–2015)](https://learningforsustainability.net/internet-development/): Placing the spotlight on technology and information calls us to refocus our attention on the capacities of individuals, organizations and networks, as only these can implement and institutionalise sustainable practices. (Faye Anderson 1999) [Note: This is an archival page. While some links and terms are dated, the reflections offer early insights into the role of the internet in participatory practice.] The Internet is one of the main infrastructures through which the “information age” can become a reality. However, in terms of development, whether this reinforces the status quo or improves social well-being and equity is still a contentious topic. In […]
- [Community resilience and adaptation](https://learningforsustainability.net/community-resilience/): Resilient communities are capable of bouncing back from adverse situations. They can do this by actively influencing and preparing for economic, social and environmental change. When times are bad they can call upon the myriad of resouces that make them a healthy community. A high level of social capital means that they have access to good information and communication networks in times of difficulty, and can call upon a wide range of resources. The papers and reports linked to here recognise resilience as being people-centered, and highlight the importance of thinking about the social actors involved and their agency – […]
- [Managing adaptation in a changing world](https://learningforsustainability.net/climate-adaptation/frameworks/): Across the world, communities and ecosystems are facing rapid change. Adaptation is the process of adjusting to these shifting conditions in ways that reduce risks and create new opportunities. Climate change has made adaptation more urgent and complex, raising questions about how societies respond to uncertainty, uneven impacts, and long-term risks. Adaptation is not just about technical fixes. It involves embedding change into policies, institutions, and everyday practices, while recognising equity and vulnerability concerns. Some communities face greater exposure and fewer resources than others. Responses must therefore be tailored, inclusive, and designed to build resilience at multiple scales. This page […]
- [Communicating for change](https://learningforsustainability.net/communicating-for-change/): Effective communication campaigns, including those focused on behavior change and risk communication, are essential components of any initiative aimed at fostering sustainable change. These campaigns must be tailored to specific functions within broader integrated change initiatives across various sectors such as health, disaster management, and sustainability. However, it’s essential to tailor communication activities to serve specific functions within broader integrated change initiatives. In recent years, there has been a shift in how these campaigns are perceived. They are no longer seen as just a one-way transfer of information about hazards, risks, and their management. Instead, they are increasingly recognized as […]
- [Futures, foresight, scenarios, and visioning](https://learningforsustainability.net/futures-thinking/): As the pace of change accelerates and uncertainty grows, the ability to look ahead—imagining different futures, exploring possible scenarios, and building shared visions—becomes increasingly important for sustainability, systems change, and organisational learning. Futures thinking, foresight, scenario planning, and visioning are practical approaches that help individuals, organisations, and communities anticipate change, make sense of uncertainty, and shape more sustainable pathways forward. This page brings together a selection of recent, open-access resources to support practitioners, facilitators, and policy-makers interested in applying these approaches in their work. The focus is on practical guides, toolkits, and frameworks that can be adapted to local contexts […]
- [Facilitation guides and frameworks](https://learningforsustainability.net/facilitation/): “Coming together is a beginning, keeping together is progress, and working together is success.” – Henry Ford Facilitation plays a vital role in enabling collaboration, learning, and meaningful change – especially in complex, multi-stakeholder settings. Core skills include designing inclusive processes, planning purposeful agendas, creating supportive group environments, and guiding people toward shared goals. But facilitation also extends beyond individual meetings. It supports long-term change processes, organisational learning, and collective reflection at many levels. For a broader reflection on facilitation as a systems practice, see the post on Unlocking collaboration: How effective facilitation drives meaningful outcomes. which highlights the skills needed […]
- [Building teams and learning groups](https://learningforsustainability.net/teams-groups/): Well-functioning teams and learning groups are essential for fostering collaboration, innovation, and shared purpose. Whether focused on achieving a specific task or building relationships and sharing experiences, the dynamics of these groups shape their outcomes. Teams are typically goal-driven, coming together to complete defined objectives, while communities of practice (CoPs) and learning groups emphasise relationship-building and shared learning over time. This page explores resources for building and managing effective teams, cultivating communities of practice, and fostering collaborative learning groups. Each section provides tools, techniques, and insights to support practitioners in creating environments where people can work together effectively and sustainably. […]
- [Social marketing](https://learningforsustainability.net/social-marketing/): The first steps on the pathway to sustainability can often be seeen in initiatives that seek to reduce waste and pollution, increase water and energy efficiency, improve people’s health and change car-based transportation patterns. Social marketing is a key approach whose aim is to influence and support constructive change in environmental, social and health campaigns. Social marketing is an adaptable approach, increasingly being used to achieve and sustain behaviour relevant to a range of social issues and topics. It is significantly different from commercial marketing despite the fact that its basis lies in the borrowing of the latter’s concepts and […]


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