Transdisciplinary science for strengthening forest systems in British Columbia: Quesnel as a learning landscape

Abstract

Forestry is becoming more complex as a result of diverging societal demands. Indigenous Peoples’ reconciliation and the challenges of climate change call for research that embraces transdisciplinarity, reciprocity, and problem-focused learning at the landscape scale. Both globally and in Canada, forestry and forest research are struggling to keep pace with this growing complexity. Place-based collaborative research and learning initiatives, described here as “learning landscapes,” offer an under-explored approach to meeting diversifying goals for forest landscapes. We describe recent progress in Quesnel, British Columbia, where researchers and local institutions are engaging to strengthen resilience and innovation in the forest sector. We first define the concept of learning landscape in the context of transdisciplinary sustainability science, and then illustrate this approach using the case study of Quesnel. We describe a process of systems diagnosis, including asset mapping and analysis of potential forestry pathways through a “best bets” framework. We propose a Theory of Change as a way forward, outlining opportunities for government, industry, and communities in developing regional capacity for integrated management and high-value forest products. We reflect on the contributions of learning landscapes to knowledge generation, experiential learning, and institutional development, and discuss implications for steering decision-making in locally driven sustainability transitions.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 7 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.