Learning processes and agency in the decarbonization context: A systematic review through a cultural psychology point of view

Abstract

In the scientific literature on energy transition toward decarbonization, the learning process is often described as a preferred way to achieve change. However, despite a large number of theoretical and empirical endeavors, a systematic understanding of the process is still lacking due to the diversity of disciplines and approaches and to the multi‐layered nature of the phenomenon. The aim of this systematic review is to highlight the dimensions of learning processes from a cultural psychological point of view in order to understand and assess different planes of the relation between humans and technology. We thus explore the literature following the PRISMA protocol. Through a narrative synthesis, we critically assess the theoretical and methodological advancement, the presence of cultural determinants, the value ascribed to agency, and the depoliticization risk. We found that: theories and methodologies still lack systematicity and concordance in their application; learning processes are studied with little focus on the context and are mostly treated as facilitators; agency mostly lacks a psychosocial focus, despite the exploration of multi‐level problems; and the depoliticization of learning is a matter of fact. Nevertheless, positive examples are present, although they are few. Epistemological and political implications are discussed, and a psychosocial conception of agency is proposed, together with a reflective stance for researchers.