This response addresses the article by Pahl-Wostl (2006) titled "The Importance of Social Learning in Restoring the Multifunctionality of Rivers and Floodplains." The authors argue that social learning is a key concept in natural resource management and policy, but there is currently a lack of clarity in its definition and conceptual basis. They emphasize the need to distinguish social learning from related concepts such as stakeholder participation and proenvironmental behavior. Social learning is defined as a process where individuals change their understanding through social interactions, and this change extends beyond the individual to become part of wider social units or communities of practice. The authors identify three key problems with the current understanding of social learning: (1) confusion between social learning and participation; (2) confusion between the concept itself and its potential outcomes; and (3) lack of distinction between individual and wider social learning. They argue that social learning must involve a change in understanding, be situated within wider social units, and occur through social interactions. The authors propose a clearer conceptualization of social learning that is grounded in previous research but aims to clarify the concept by distinguishing it from related ideas. The authors also highlight the importance of social learning in promoting sustainable management of social-ecological systems. They argue that social learning can lead to changes in attitudes, behaviors, and social norms, and that it is essential to understand the mechanisms through which social learning occurs to design effective interventions. The authors conclude that greater conceptual clarity of social learning is essential for understanding its role in sustainable development and for designing appropriate evaluations of social learning processes.This response addresses the article by Pahl-Wostl (2006) titled "The Importance of Social Learning in Restoring the Multifunctionality of Rivers and Floodplains." The authors argue that social learning is a key concept in natural resource management and policy, but there is currently a lack of clarity in its definition and conceptual basis. They emphasize the need to distinguish social learning from related concepts such as stakeholder participation and proenvironmental behavior. Social learning is defined as a process where individuals change their understanding through social interactions, and this change extends beyond the individual to become part of wider social units or communities of practice. The authors identify three key problems with the current understanding of social learning: (1) confusion between social learning and participation; (2) confusion between the concept itself and its potential outcomes; and (3) lack of distinction between individual and wider social learning. They argue that social learning must involve a change in understanding, be situated within wider social units, and occur through social interactions. The authors propose a clearer conceptualization of social learning that is grounded in previous research but aims to clarify the concept by distinguishing it from related ideas. The authors also highlight the importance of social learning in promoting sustainable management of social-ecological systems. They argue that social learning can lead to changes in attitudes, behaviors, and social norms, and that it is essential to understand the mechanisms through which social learning occurs to design effective interventions. The authors conclude that greater conceptual clarity of social learning is essential for understanding its role in sustainable development and for designing appropriate evaluations of social learning processes.