The role of learning and knowledge in adapting to climate change: a case study of Norwegian municipalities

Coping with climate change includes the role of learning and knowledge. Taking a process perspective, this article analyses how municipal officers in the Oslo region of Norway are acquiring knowledge and building competence for adapting to climate change. The article illustrates the interaction between elements of experiential learning, transformative learning and social learning as bases for adapting to emerging climate changes; each being necessary and none alone being sufficient. Their importance differs according to how profound the changes in knowledge and competence are. Experiential learning and transformative learning are stronger under single-loop learning whereas social learning might emerge as more important under triple-loop learning. Because of the uncertainties of climate change, the central government might be wise not to issue detailed regulations for adaptation by municipalities.