Engaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessment

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dc.date.accessioned2024-06-14T13:10:50Z
dc.date.available2024-06-14T13:10:50Z
dc.date.issued2023-06-30
dc.identifierdoi:10.17170/kobra-2024061410353
dc.identifier.urihttp://hdl.handle.net/123456789/15851
dc.language.isoeng
dc.relation.doidoi:10.1016/j.envsci.2023.06.010
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectLearningeng
dc.subjectReflexivityeng
dc.subjectIPBESeng
dc.subjectInterdisciplinarityeng
dc.subjectTransdisciplinarityeng
dc.subject.ddc100
dc.subject.swdLernenger
dc.subject.swdReflexivitätger
dc.subject.swdIntergovernmental Science-Policy Platform on Biodiversity and Ecosystem Serviceseng
dc.subject.swdTransdisziplinaritätger
dc.subject.swdInterdisziplinaritätger
dc.titleEngaging diverse experts in the global science-policy interface: Learning experiences from the process of the IPBES Values Assessmenteng
dc.typeAufsatz
dc.type.versionpublishedVersion
dcterms.abstractThis longitudinal study explores evidence of learning and reflexivity among experts involved in the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) Values Assessment from 2018 to 2022. As part of an online survey administered at yearly intervals, experts self-reported their views on: i) the aims they attributed to the Values Assessment, ii) their epistemic worldviews, iii) the definition of the multiple values of nature, and iv) their personal learning experiences in the assessment process. The represented epistemic worldviews corresponded to Constructivist, Transformative, Pragmatist, and Post-positivist. Across the three surveys, 59% of the respondents shifted their epistemic worldviews. However, these same experts did not change their core perspectives regarding the motivation behind the Values Assessment. At the same time, experts holding a Post-positivist worldview came to express more engagement-inclined themes and openness to dialogue with diverse knowledge systems. While enhanced reflexivity stimulated overall learning, cutting across all learning dimensions, it was itself a multilayered learning outcome. This study illustrates how diverse experts critically reflected and changed their own underlying assumptions during the inter- and transdisciplinary process of the Values Assessment. It further reveals that learning experiences in the Values Assessment were embedded in epistemic worldviews and connected to cognitive, relational, and transformative dimensions of learning. Our findings have broader implications for the design of inclusive and reflexive learning processes in future work of organisations aiming to facilitate inter- and transdisciplinary practices at the science-policy interface.eng
dcterms.accessRightsopen access
dcterms.creatorMäkinen-Rostedt, Katri
dcterms.creatorHakkarainen, Viola
dcterms.creatorEriksson, Max
dcterms.creatorAndrade, Riley
dcterms.creatorHorcea-Milcu, Andra-Ioana
dcterms.creatorAnderson, Christopher B.
dcterms.creatorvan Riper, Carena J.
dcterms.creatorRaymond, Christopher Mark
dcterms.source.identifiereissn:1873-6416
dcterms.source.journalEnvironmental Science and Policyeng
dcterms.source.pageinfo215–227
dcterms.source.volumeVolume 147
kup.iskupfalse

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