Although learning in networks is key to transitions, the literature has juxtaposed the different actors involved. Based on a conceptual review, we posit that four distinct collective actors engage in learning in transitions: technology constituencies, epistemic communities, instrument constituencies, and advocacy coalitions. Technology constituencies promote the adoption of specific socio-technical alternatives by citizens, businesses, or governments. Epistemic communities shed light on sustainability issues at the science-policy interface. Instrument constituencies promote the creation and diffusion of specific governance arrangements. Advocacy coalitions compete politically to implement their policy preferences. These collective actors are responsible for facilitating technological learning, sustainability problem learning, policy instrumental learning, and political learning, respectively, which are in turn necessary for niche development, regime destabilization, overcoming path dependence, and political change. Consequently, the alignment of these distinct, albeit potentially overlapping, collective actors can have a profound impact on learning in transitions and the emergence of transition pathways.

尽管网络学习是过渡的关键，但文献将并存的不同参与者并列在一起。基于概念上的回顾，我们假设四个不同的集体参与者在转型中参与学习：技术选区，认知社区，乐器选区和倡导联盟。技术选区促进公民，企业或政府采用特定的社会技术替代方法。认知社区在科学政策互动中阐明了可持续性问题。文书支持者促进特定治理安排的创建和传播。倡导联盟在政治上竞争以执行其政策偏好。这些集体行动者负责促进技术学习，可持续性问题学习，政策工具学习和政治学习，分别是利基发展，政权不稳定，克服路径依赖和政治变革所必需的。因此，这些独特的，尽管可能重叠的集体行动者的统一可能会对过渡时期的学习和过渡途径的出现产生深远的影响。