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ABSTRACTThe need for more attention to the social and human dimensions in global change sciences and natural resources management requires in-depth understandings of transformative approaches and processes. More inclusive and systemic approaches are needed that embrace complexity and support transformative learning, shifts in power relations, collective and relational agency and structural transformations for adaptive and innovative governance. Scientific understanding of how such change can be brought about is still limited. In this paper, which sets the scene for this Special Issue, we develop a conceptual framework for analyzing transformative processes across a range of diverse cases. Aspects of the conceptual framework are applied, tested and elaborated in three following papers in the Special Issue, deepening understanding of how transformative change in complex social-ecological systems may originate at nexus boundary zones such as that portrayed by the water-food-energy nexus. Specifically, the paper conceptually elaborates four iteratively related dynamics of transformative learning, transforming power relations, transformative agency and transforming structures which intersect in transformation processes. The perspectives offer tools for cross case analysis in the longer term, but also tools for supporting co-engaged, generative research processes.

ABSTRACTPath-breaking transformative change is needed in human-environment relations to move towards more sustainable development trajectories at local, national and global scales. Crises may trigger transformative change and learning in the short and in the long term. However, in particular, a short-term response to crises may also be reactive, strengthening established unsustainable practices and further perpetuating vulnerability and inequality rather than supporting transformative change towards a more sustainable path. To understand the nature and response to a crisis in the context of sustainability transformations, this paper elaborates on the following aspects of a crisis: What are the characteristics of a crisis? What and who shapes the narrative(s) of a crisis? What and who shapes the nature of the response to a crisis? Do responses to crises trigger higher levels of learning? Conceptual synthesis is complemented with an exploratory comparative analysis of the Cape Town water crisis and of the COVID-19 pandemic in South Africa. To this end the paper analyzes the interplay between mobilizing individual, collective and relational agency and navigating and transforming power relations to challenge and profit from already weakened unsustainable structures. This approach proves to be promising to understand the role of crises in catalysing and supporting transformative learning to eventually replace unsustainable structures.

Rapid population growth along with increased rates of economic growth around the globe are placing valuable natural resources, water in particular, under unprecedented stress; this in turn drives the pursuit of innovative tools to support integrated Water-Energy-Food (WEF) nexus management. This paper presents a framework for the integrated management of the WEF nexus, which brings together four separate models that address the less well-examined socio-anthropological aspects of the nexus. The proposed framework provides insight into the human element as part of the wider ecosystem in terms of socio-cultural and economic activities, the laws and policies that govern these activities, as well as their potential socio-economic impacts and consequences. This paper outlines each individual model, before going on to present a conceptual framework for the integration of the various models for the purpose of supporting more robust decision-making. The framework, which is grounded in systems thinking, adopts the principles of sustainable development as structural foci in order to position the various models in relation to one another; harmonizing their inputs as well as outputs.

Abstract Social learning in natural resource management is considered important for addressing complex problems by supporting multi-stakeholder interactions in problem framing and co-construction of solutions. Despite the considerable progress in the social learning discourse, few scholars have empirically examined relational features in social learning interactions. Relational features such as trust and shared group identities are important for supporting engagement and interaction among actors. This study analyzed emergent social learning processes in transboundary river basin cooperation processes in the Zambezi basin. To do this, data was conducted through in-depth interviews with diverse actors, observations of participatory workshops, and review of documents on transboundary cooperation processes in the Zambezi basin. The study evaluated how trust and shared group identities shaped learning spaces (opportunities for interaction, deliberation and reframing) and in turn impacted transboundary river basin cooperation. The study found that trust and shared group identities had a crucial impact on learning spaces and in turn impacted transboundary river basin cooperation in the Zambezi basin. The results suggest that leveraging on trust and shared group identities can play a critical role in stimulating cooperation processes. However, it is not a guarantee for cooperation. This study highlights that structural-learning spaces such as institutions support the development of binding commitments and enduring shared practices. However, success of such institutionalization is strongly influenced by the prior development of trust and a shared social identity.

The method of agent-based modeling is rarely used in social psychology, but has the potential to complement and improve traditional research practices. An agent-based model (ABM) consists of a number of virtual individuals – the “agents” – interacting in an artificial, experimenter-controlled environment. In this article, we discuss several characteristics of ABMs that could prove particularly useful with respect to recent recommendations aimed at countering issues related to the current “replication crisis”. We address the potential synergies between planning and implementing an ABM on the one hand, and the endeavor of pre-registration on the other. We introduce ABMs as tools for both the generation and the improvement of theory, testing of hypotheses, and for extending traditional experimental approaches by facilitating the investigation of social processes from the intra-individual all the way up to the societal level. We describe examples of ABMs in social psychology, including a detailed description of the CollAct model of social learning. Finally, limitations and drawbacks of agent-based modeling are discussed. In annex 1 and 2, we provide literature and tool recommendations for getting started with an ABM.

While higher-order predators like wolves (canis lupus) serve important ecological roles within social-ecological systems, prior studies indicated differences in the acknowledgement of these roles by specific stakeholder groups. As diverging underlying mental models may cause these differences in the societal valuation of the species, there is a need for the development of innovative methods to systematically uncover stakeholders' interests and their conceptions about relevant conservation issues. This paper proposes a concept mapping technique as a suitable way to investigate stakeholders' mental models based on their understanding of underlying reasons, consequences and solutions for a selected conservation issue. To illustrate the utilization of the methodology, we present a case study about the conservation of returning wolves in Lower Saxony, a region within North-West Germany. In the case study, we used a concept mapping task within face-to-face interviews to investigate the mental models of nine stakeholders from the three most important interest groups of hunters, shepherds, and conservationists. After the inductive categorization of the resulting qualitative data, we ordered the resulting categories into matrices with a rank order cluster (ROC) algorithm and found different underlying reasons and consequences for the conservation conflict. Thereby, we were able to identify 19 individual solutions, which however differed concerning their consensus between stakeholder groups. Only the consequence-oriented solution of supporting livestock owners was mentioned by all stakeholder groups. Overall, we were able to subsume stakeholders’ solutions into three implementation spaces (human-human focused, population-management related and consequence-oriented solutions). While the solutions indicated possible case-specific interventions, the implementation spaces may be interesting for a further investigation within other conservation cases, and may illustrate how underlying mental models may be used to determine successful strategies for conservation management. Keywords: Implementation Space, Canis Lupus, Stakeholder, Concept Map, Participatory Modeling