Participatory scenario planning (PSP) is widely used by researchers and practitioners working towards social-ecological resilience, with the expectation that it can encourage learning. However, thus far there is a lack of theoretically informed analysis regarding how PSP may support learning in this context. In this paper we present a novel conceptual framework, which highlights how learning can arise through interactions between people with different fields of expertise, based on the ‘Zone of Proximal Development’ together with the concepts of ‘boundary objects,’ and ‘scaffolding.’ We applied this framework to an empirical study of learning in PSP processes that focus on social-ecological resilience. We found that PSP purposively brings different participants into dialogue with each other, and through the process of developing and analysing narratives of possible futures, encourages their exposure to different knowledges. If carefully designed and facilitated, PSP can also stimulate structured, creative thinking about possible futures. This can be usefully understood as enabling participants to ‘enter’ their Zone of Proximal Development and to explore ideas and ways of thinking in which they would not normally engage. Our conceptual framework can guide design and evaluation of other processes that aim to encorage learning. Our study also highlights the importance of studying interactions between different participants in PSP, and of actively facilitating the process of imagining and exploring scenarios.

参与性情景计划（PSP）被研究人员和从业者广泛使用，致力于社会生态适应力，期望它可以鼓励学习。但是，到目前为止，缺乏关于PSP如何在这种情况下支持学习的理论知识分析。在本文中，我们提出了一个新颖的概念框架，该框架基于“近端发展区”以及“边界对象”和“脚手架”的概念，着重介绍了如何通过具有不同专业领域的人们之间的互动来学习。我们将此框架应用于PSP流程中以社会生态适应力为重点的学习学习的经验研究。我们发现PSP的目的是使不同的参与者彼此对话，通过开发和分析可能的未来叙述，鼓励他们接触不同的知识。如果精心设计和推广，PSP还可以激发对可能的未来的结构化，创造性思维。这可以被理解为使参与者能够“进入”他们的近端发展区，并探索他们通常不会参与的思想和思维方式。我们的概念框架可以指导旨在保护学习的其他过程的设计和评估。我们的研究还强调了研究PSP不同参与者之间的互动以及积极促进想象和探索场景的过程的重要性。PSP还可以激发对可能的未来的结构化，创造性思维。这可以被理解为使参与者能够“进入”他们的近端发展区，并探索他们通常不会参与的思想和思维方式。我们的概念框架可以指导旨在保护学习的其他过程的设计和评估。我们的研究还强调了研究PSP不同参与者之间的互动以及积极促进想象和探索场景的过程的重要性。PSP还可以激发对可能的未来的结构化，创造性思维。这可以被理解为使参与者能够“进入”他们的近端发展区，并探索他们通常不会参与的思想和思维方式。我们的概念框架可以指导其他旨在促进学习的过程的设计和评估。我们的研究还强调了研究PSP不同参与者之间的互动以及积极促进想象和探索场景的过程的重要性。我们的概念框架可以指导旨在保护学习的其他过程的设计和评估。我们的研究还强调了研究PSP不同参与者之间的互动以及积极促进想象和探索场景的过程的重要性。我们的概念框架可以指导旨在保护学习的其他过程的设计和评估。我们的研究还强调了研究PSP不同参与者之间的互动以及积极促进想象和探索场景的过程的重要性。