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<p>Governments committed to the Paris Agreement are obligated to empower the public to participate in decision-making on climate change. Research shows that higher levels of public engagement (PE) lead to fairer, more inclusive, and socially acceptable policies and outcomes. Yet significant gaps remain between obligation and implementation due to institutional, structural and social-psychological factors faced by policymakers and scientists. This study developed a situated, longitudinal training programme to support decision&#xa0;makers new to PE overcome these challenges. Incorporating learning-by-doing, critical reflection, and social support the programme enabled 19 of 20 participants to gain new knowledge, understanding, and skills related to knowledge co-production and deliberation. Additionally, 30% demonstrated positive changes in PE attitudes and values, and 40% noted behavioural shifts favourable of PE. Competency development was influenced by factors such as programme enjoyment, opportunities for reflection, and perceived suitability for PE roles. Just as policies require public acceptance, public participation requires decision-makers acceptance. To further the social acceptance of knowledge co-production and deliberation, increased funding and integration of comprehensive, experiential PE training in institutions and programmes. Pre- and post-programme evaluation is also needed to assess learning, barriers, and pathways to ethical knowledge co-production and deliberation.</p>

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Towards effective knowledge co-production and deliberation: developing public engagement competencies among scientists and policymakers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月23日

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  • Sophie Laggan,
  • Laura Fogg-Rogers,
  • Ana Margarida Sardo

摘要

Governments committed to the Paris Agreement are obligated to empower the public to participate in decision-making on climate change. Research shows that higher levels of public engagement (PE) lead to fairer, more inclusive, and socially acceptable policies and outcomes. Yet significant gaps remain between obligation and implementation due to institutional, structural and social-psychological factors faced by policymakers and scientists. This study developed a situated, longitudinal training programme to support decision makers new to PE overcome these challenges. Incorporating learning-by-doing, critical reflection, and social support the programme enabled 19 of 20 participants to gain new knowledge, understanding, and skills related to knowledge co-production and deliberation. Additionally, 30% demonstrated positive changes in PE attitudes and values, and 40% noted behavioural shifts favourable of PE. Competency development was influenced by factors such as programme enjoyment, opportunities for reflection, and perceived suitability for PE roles. Just as policies require public acceptance, public participation requires decision-makers acceptance. To further the social acceptance of knowledge co-production and deliberation, increased funding and integration of comprehensive, experiential PE training in institutions and programmes. Pre- and post-programme evaluation is also needed to assess learning, barriers, and pathways to ethical knowledge co-production and deliberation.