At the same time, there is now an increasing recognition that successful governance must take into account the perspectives and interests of multiple stakeholders and involve them in decision-making and implementation.

Many scholars are exploring the potential of such collaborations in terms of learning and knowledge coproduction. While much has been written on this topic, there are knowledge gaps.

There is a need to further explore the links among learning, governance models, and sustainability and to develop more comprehensive theoretical frameworks. There is also a need to further build the theoretical base and work to improve empirical clarity in terms of how different governance models perform in fostering learning. It has also been noted that our understanding of what activities, interventions, and conditions best favour knowledge coproduction is limited. Another open question is how to support and maintain transdisciplinary collaborations over time, when participants’ views and value systems diverge.

This special issue aims to contribute to our understanding on these issues and to feed into the ongoing debate on the role of coproduction of knowledge and learning in environmental governance.

The six papers selected for the issue encompass new conceptual approaches, empirical studies as well as analytical developments on the above issues. The value of the contributions lies also in the explicit link between research and practice.

The special-issue is co-edited by SEI Senior Research Fellow Åsa Gerger Swartling and Dr Romina Rodela. Swartling also co-authored the editorial and two of the papers in the issue, “Transforming Urban Water Governance through Social (triple‐loop) Learning” and “Joint Knowledge Production for Improved Climate Services: Insights from the Swedish Forestry Sector“.