Building capacity at the science-policy interface: a competencies framework

Abstract Key societal challenges such as climate change and biodiversity loss, food and water security, urbanization and land-use change necessitate integrative approaches in which actors from science, policy and practice come together to jointly co-produce knowledge at the Science-Policy Interface (SPI) to address them. Multidirectional interactions at the SPI are complex and pose many challenges. An important impediment to productive SPI dialogues on wicked problems is the lack of experience and competencies among actors in exchanging, co-evolving and co-producing knowledge across disciplines and between science, policy and practice. In this paper, we propose a competencies framework that is structured around four key competencies: cognitive, spatial-temporal, relational, and reflexive. Each competency comprises specific knowledge, skills and attitudes necessary for successful engagement at the SPI. We mention examples of dialogue formats in which these four competencies come to the forefront. In addition, we provide relevant examples of teaching and learning formats that can support competency building in interdisciplinary higher education. This paper is relevant for educators and continuing education coordinators interested in developing or enhancing teaching and learning formats about and at the SPI.