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<p>Energy systems are in need of fundamental transformations to achieve climate mitigation and adaptation goals. Cities are particular targets of energy transformation due to high energy demands as well as opportunities to generate, distribute, and use energy more effectively. In Europe, Positive Energy Districts (PEDs) embody an ambitious socio-technical vision to transform urban energy systems. They involve the creation of energy-efficient and energy-flexible areas to generate more energy than they consume. PEDs are still in their formative phase and there are significant variations in how they are conceptualised by stakeholders and how they are realised in practice. To date, researchers and practitioners have largely focused on the technical and economic aspects of PED development while placing less emphasis on the unintended social and ecological side-effects of changing energy systems. In this article, we introduce a framework to support responsible innovation of PEDs by initiating second-order learning (SOL) processes to instil reflexivity in PED development processes. Building on the notion of <i>moments of reflection</i> from Constructive Technology Assessment, we developed and tested the method of <i>second-order learning conversations (SOL conversations)</i> in five PEDs in Austria, Belgium, and Sweden. In this article, we summarise the outcomes of applying this method and explore its potential to enhance responsible innovation in current and future PEDs. We conclude by arguing for the relevance of embedding reflexive practices in urban innovation processes such as PED development.</p>

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Second-order learning and urban innovation: making space for reflection in Positive Energy Districts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月15日

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  • Michael Ornetzeder,
  • Livia Regen,
  • Andrew Karvonen

摘要

Energy systems are in need of fundamental transformations to achieve climate mitigation and adaptation goals. Cities are particular targets of energy transformation due to high energy demands as well as opportunities to generate, distribute, and use energy more effectively. In Europe, Positive Energy Districts (PEDs) embody an ambitious socio-technical vision to transform urban energy systems. They involve the creation of energy-efficient and energy-flexible areas to generate more energy than they consume. PEDs are still in their formative phase and there are significant variations in how they are conceptualised by stakeholders and how they are realised in practice. To date, researchers and practitioners have largely focused on the technical and economic aspects of PED development while placing less emphasis on the unintended social and ecological side-effects of changing energy systems. In this article, we introduce a framework to support responsible innovation of PEDs by initiating second-order learning (SOL) processes to instil reflexivity in PED development processes. Building on the notion of moments of reflection from Constructive Technology Assessment, we developed and tested the method of second-order learning conversations (SOL conversations) in five PEDs in Austria, Belgium, and Sweden. In this article, we summarise the outcomes of applying this method and explore its potential to enhance responsible innovation in current and future PEDs. We conclude by arguing for the relevance of embedding reflexive practices in urban innovation processes such as PED development.