A Systematic Review of Policy Learning: Tiptoeing through a Conceptual Minefield

Abstract

Policy learning is an increasingly salient concept in public policy research and practice. With growing theoretical advancements, it offers substantial value for policy analysis. However, the field’s conceptual state calls for refinement, and its burgeoning literature calls for a much-needed synthesis. We address these calls by conducting a systematic literature review of empirical policy learning articles with a focus on synthesizing a growing, yet relatively fragmented, body of research and addressing inherent conceptual clarity issues. In total, 147 articles were analyzed and integrated into an overarching framework offering a background conceptualization of policy learning that complements and supplements existing conceptual approaches. This conceptualization is centered on understanding the interplay between policy issues, information and knowledge, systems and structures, and context. In conclusion, an extensive research agenda on policy learning is proposed to help advance public policy theory, research, and practice.