The Complexity of Co-Generative Learning Between University and Regional Actors

Abstract

This article reflects on the complexity of co-generative learning processes between a university and regional actors, drawing on the author’s experience facilitating an action research course. The course engages students in collaborating with regional practitioners on real-life territorial development challenges. Through glimpses into the co-generation process from student exam papers, the article highlights the challenges students face in navigating ambiguity and complexity when exposed to real-life territorial issues. Concepts such as regional complexity, Bildung, interiority, and democratic dialogue are used to analyze how structured reflection and facilitation through participation with regional actors can enhance students’ critical capacities for reflection and action. The main theoretical contribution is extending the concept of co-generative learning of Morten Levin and action research for territorial development by integrating students as reflective, facilitative actors in educational and regional development processes. Action research for territorial development provides a framework for accompanying the social transformations needed to address complex challenges. The article shows that by engaging in real-life issues through participatory, reflective processes, students develop crucial skills for facilitating collective territorial development efforts. Despite limitations related to geographic context and the course structure, the insights gained offer valuable implications for applying Levin’s legacy in other contexts.