Navigating complexity in sustainability and climate action: comparing participatory action research and developmental evaluation in higher education

Purpose: This paper aims to investigate how sustainability and climate action are integrated in higher education through collaborative research methodologies. Specifically, it addresses the challenges encountered by those using participatory action research (PAR) and suggests developmental evaluation (DE) as a potentially suitable alternative participatory methodology in certain contexts. Design/methodology/approach: A comparative analysis of PAR and DE is conducted, highlighting their strengths and limitations in sustainability and climate action initiatives within higher education. Philosophically grounded in pragmatism, the study draws on existing literature to clarify the theoretical foundations and practical implications of both methodologies, focusing on their application in complex, dynamic environments. Findings: While PAR is well-represented in educational research and holds potential for transformative change in sustainable development and climate action, it presents challenges, including the need for multiple action research cycles. In addition, PAR can struggle to accommodate epistemological differences among participants. In contrast, DE offers a flexible alternative, allowing for diverse epistemologies while integrating complexity theory and systems thinking, both crucial for sustainability and climate action. Originality/value: This paper advances the discussion on collaborative methodologies in sustainability and climate action research by proposing DE as a viable alternative to PAR in higher education. The proposed DE model provides a new framework for researchers and practitioners, especially in contexts where PAR’s traditional requirements create obstacles.