Perceived social learning in the process of participation. Case study of strategies for environmental education in Spain

Abstract

Last decades, many participation processes are developed in environmental management. However, it is necessary to study if they improve stakeholders´ social learning. This work examines if these opportunities for participation are perceived as learning processes by experts and participants. Data were collected through a Delphi panel (n = 5) and questionnaires to stakeholders (n = 73) in studied processes (regional environmental education strategies). The treatment of qualitative variables is through discourse analysis and quantitative variables is through descriptive analysis, principal component and hierarchical cluster. The main results highlight social learning identification by Delphi Panel but as potential indirect consequence of participation, not being a specific target in participation processes. Stakeholders also recognize improvement in several social learning, especially in processes with high quality indicators. However, participants who scored worst their processes are also more critical in considering improvement of social learning behind their experiences. Therefore, quality participation processes are potential social learning spaces.