Systemic knowledge integration in transdisciplinary and sustainability transformation research

• Published in: Futures : the journal of policy, planning and futures studies planning and futures studies, 2023-06, Vol.150, p.103177, Article 103177
• Main Authors: Gugerell, Katharina, Radinger-Peer, Verena, Penker, Marianne
• Format: Article
• Language: English
• Subjects: Governance; Institutions; Knowledge integration; Learning; Structuration theory; Sustainability transformations
• ISSN: 0016-3287; 1873-6378
• DOI: 10.1016/j.futures.2023.103177

While knowledge integration has been well framed conceptually, the structural aspects that support co- learning and knowledge integration in transdisciplinary research remain only modestly addressed. Addressing this gap, we enlighten how a conceptual framework – building on former work by Ostrom, Giddens and Whaley – could help to structure and analyse systemic knowledge integration processes. The conceptual model is based on a transdisciplinary research project, ‘Region Römerland Carnuntum 2040’, aiming to investigate and trigger regional sustainability transformations via the experimentation with a new governance format “Future council”. The present article is based on the Future Council’s patching of rules for knowledge integration as well as a well thought-through accompanying research, which consist of a series of surveys and interviews to reveal subliminal values, capabilities, knowledge and emotions of the regional stakeholders involved in the FC. The conceptual model helped to provide a more equal playing field for systemic knowledge integration in a heterogenous group as well as just representation of marginalized groups (e.g. youth). On the other hand, our findings reveal that structural adaptability comes with the danger of reproducing power structures (e.g. of mayors). For the future we identify a need for more research on social boundaries, values and emotions and their important structuring role for transdisciplinary knowledge integration. •Knowledge integration and TD research lack a structural and systemic perspective.•The framework supports the co-design of rules for democratic co-learning environments.•Social position facilitates power over the re-definition of ‘learned’ and agreed institutions.•In versatile contexts knowledge integration profits from open social boundaries.