Learning to transform: insights from an organic reduced tillage project in Uruguay

Purpose
This study examines learning processes within a reduced tillage project in Uruguay. We explored the interplay of instrumental, communicative, and emotional learning in a multi-stakeholder collaborative project and analyzed related action outcomes.

Methodology
This research employed qualitative methods, combining semi-structured interviews and a nominal group technique workshop. We analyzed the data through the lens of transformative learning theory.

Findings
Overall, the study found evidence of learning, reflection, and action among stakeholders, indicating a potential for transformative change. Stakeholders actively participated in learning about reduced tillage and reflected on participatory learning processes. Key enabling conditions include trust, inclusive dialogue, and on-farm demonstrations.

Practical Implications
The results of this study provide insights on how processes of learning for transformative change unfold, as well as appropriate frameworks to shape participatory projects.

Theoretical Implications
This study broadens the scope of transformative learning by examining its application in agricultural contexts, thereby contributing to a deeper understanding of individual and collective learning processes toward transformations.

Value
This study contributes to literature on the application of an expanded theory of transformative learning as a driver in fostering necessary transformative change, offering insights on the dynamics between unfolding learning processes, relationships, and actionable outcomes in sustainability-related transitions.