Policy learning type shifts during creeping crises: A storyboard of COVID-19 driven learning in Belgium

Abstract

Understandings of different policy learning types have matured over recent decades. However, relatively little is known about their nonlinear and interactive nature, particularly within crisis contexts. In this article, we explore how two of the most prominent learning types (instrumental and social) shifted and interacted during the COVID-19 crisis. To do so, we created a policy learning storyboard of the Belgian COVID-19 policy response over 2 years (from early 2020 to late 2021). Our analysis highlights the relationships between different epochs of instrumental and social learning throughout the crisis and their implications for policy change. Furthermore, while extant policy learning literature often posits that social learning unfolds over relatively long periods (spanning a decade or more), our empirical account shows that within certain conditions, creeping crises can lead to the creation of long-term crisis policy-making paradigms and goals. At this level, accelerated social learning can take place and lead to paradigmatic shifts within relatively shorter periods than in noncrisis conditions. Theoretically, our findings enhance our understanding of policy learning types and their relationships with policy change, particularly within crisis contexts.