*1.2. Analytical Framework*

The analytical framework developed here (Figure 1) offers a coherent conceptualization of social learning in TD coproduction by applying a social practice lens. It is intended to act as a tool for illuminating the entangled dimensions of social learning and coproduction such that they may be enhanced and/or more fully leveraged in service of sustainability-oriented aims. The analytical framework envisions social learning as in a coevolutionary relationship with coproduction, which is theorized as a practice combining materials (e.g., stakeholder bodies, meeting spaces, documents and tools), meanings (e.g., values, norms and rules) and competences (e.g., skills and knowledges) [32]. These elements are acted upon—shaped and even reconstituted—by the dynamic force of social learning characterized by dialogue, reflexivity and innovation/experimentation. Following Sols, Wal and Wals [2], this produces emergent properties like trust, commitment and reframing, which in turn give rise to social learning outcomes of new knowledge, new actions and new relations [2]. Such learning outcomes may then be transferred by networks and taken up in wider social units [28], representing a potential contribution to sustainability transitions. As discussed in more detail below, this more nuanced and expansive view of social learning attends to its complex and plural nature while also integrating other theoretical resources to contribute to a deeper understanding of coproduction processes that shape and are shaped by it. The analytical framework depicts the elements of social learning acting through the "practice" of coproduction. A few (non-exhaustive) instances of the ways in which they interact and coproduce one another are provided in the ovals in Figure 1.

From left to right, Figure 1 shows social learning processes (e.g., reflexivity, dialogue and experimentation/innovation) mutually shaping and being shaped by a TD coproduction effort (comprised of materials, meanings and competences), resulting in emergent properties (e.g., commitment, trust and reframing) that both deepen the coproduction effort as well as lead to social learning outcomes (e.g., new knowledge, new actions and/or new relations). Networks help to spread and increase the uptake of learning outcomes in other social units (e.g., organizations, institutions and societies), ultimately resulting in sustainability impacts.

**Figure 1.** Social practice view of social learning in transdisciplinary (TD) coproduction for sustainability transitions.
