Many transitions scholars underscore the importance of learning in sustainability transitions, but the associated learning processes have hardly been conceptualised. The diverse, well-established research fields related to learning are broadly ignored or loosely applied. In this paper, we systematically explore four interesting learning traditions in terms of their value for gaining an in-depth understanding of learning in sustainability transitions and their relevance for fostering learning, by connecting them to key features of transitions. The selected learning traditions from different disciplinary backgrounds provide valuable insights. None of them sufficiently addresses the complexity of transitions. They include, however, a diversity of relevant learning contexts. We conclude that they have value for investigating new areas such as learning in socio-technological regimes and in later phases of a transition, while enlightening forms of learning that have not yet been fully recognised in transition studies, such as superficial learning, unlearning, and learning to resist change.

许多过渡学者强调学习在可持续性过渡中的重要性，但是相关的学习过程几乎没有概念化。与学习有关的各种成熟的研究领域被广泛忽略或松散应用。在本文中，我们通过将四种有趣的学习传统与过渡的关键特征联系起来，以获取其对可持续发展过渡中的学习的深入了解及其与促进学习的相关性的价值，系统地探索了四种有趣的学习传统。来自不同学科背景的精选学习传统提供了宝贵的见解。它们都没有充分解决过渡的复杂性。但是，它们包括各种相关的学习环境。