DEVELOPING A DESIGN-BASED UNDERSTANDING OF LEARNING IN TRANSITIONS: A MULTIPLE CASE STUDY

Abstract

In sustainability transitions, experimentation and learning are addressed as key processes that facilitate implementation, diffusion and scaling of transition mindsets and actions. In this paper, we argue that design acts as a means for this actionbased transition learning. Contributing to design for sustainability transitions literature, this paper proposes a design perspective on learning in transitions which enables analysing the multifaceted ways, depths and scales of learning that design mediates. Through a multiple case study on sustainable community settlement initiatives, we examine and discuss the roles of design in facilitating interactive learning, and thus in orienting and accelerating sustainability transitions.