This paper discusses the concept of social learning and collaborative governance in water resources management, developed within the European project HarmoniCOP. It highlights the shift from traditional, expert-led management to more inclusive, stakeholder-driven approaches. Social learning is defined as a process that enables different stakeholders to collaborate, share knowledge, and adapt to complex social-ecological systems. The concept is rooted in interpretive social science, emphasizing the context-dependent nature of knowledge. The paper explores how multiparty collaboration processes, embedded in governance structures, facilitate learning at various levels and time scales. It emphasizes the importance of institutional settings that allow for flexibility and adaptability, while maintaining stability. The paper also discusses the role of frames and boundary management in learning processes, as well as the need for trust and shared understanding among stakeholders. It highlights the importance of adaptive governance in managing water resources in the face of uncertainty and change. The paper argues that effective water governance requires a balance between formal and informal institutions, and that social learning is essential for building the capacity of stakeholders to manage water resources sustainably. The paper also discusses the role of bridging organizations in facilitating collaboration between different stakeholders and the need for flexible, adaptive governance structures that can respond to changing conditions. The paper concludes that social learning is a key component of integrated and adaptive water management, and that continued processes of social learning are necessary to achieve sustainable water management.This paper discusses the concept of social learning and collaborative governance in water resources management, developed within the European project HarmoniCOP. It highlights the shift from traditional, expert-led management to more inclusive, stakeholder-driven approaches. Social learning is defined as a process that enables different stakeholders to collaborate, share knowledge, and adapt to complex social-ecological systems. The concept is rooted in interpretive social science, emphasizing the context-dependent nature of knowledge. The paper explores how multiparty collaboration processes, embedded in governance structures, facilitate learning at various levels and time scales. It emphasizes the importance of institutional settings that allow for flexibility and adaptability, while maintaining stability. The paper also discusses the role of frames and boundary management in learning processes, as well as the need for trust and shared understanding among stakeholders. It highlights the importance of adaptive governance in managing water resources in the face of uncertainty and change. The paper argues that effective water governance requires a balance between formal and informal institutions, and that social learning is essential for building the capacity of stakeholders to manage water resources sustainably. The paper also discusses the role of bridging organizations in facilitating collaboration between different stakeholders and the need for flexible, adaptive governance structures that can respond to changing conditions. The paper concludes that social learning is a key component of integrated and adaptive water management, and that continued processes of social learning are necessary to achieve sustainable water management.