DOI
10.9707/1944-5660.1782
Key Points
The effects of the climate crisis are intensifying each year, just as the global context for mitigation, adaptation, and resilience efforts grows increasingly complex. Against a backdrop of urgency, resource scarcity, high uncertainty, and politicization, evidence is arguably more crucial than ever for informing climate action.
The potential of evidence for climate action has not been fully realized, leaving tremendous value on the table. This article argues that the challenge is not driven by a shortage of evidence, but rather by a mismatch between dominant evidence and learning practices and what decision-makers need.
In response to the question “how can we strengthen the relevance and impact of evidence and learning in addressing the climate crisis?”, this article identifies six “frontiers,” paradigms, practices, and approaches rooted in evaluative practice that the authors argue can be leveraged in novel ways to support climate-relevant evidence and learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Larson, T., Hoffman, S., & Lahowin, M. (2026). Evidence and Learning Amid a Climate Crisis: Six Promising Frontiers for Advancing Practice. The Foundation Review, 18(3). https://doi.org/10.9707/1944-5660.1782
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