Learning through experiments The case of low-traffic neighborhoods in London

City street experiments have proven to possess a capacity to trigger system change in urban mobility. The role that learning plays during this process remains unexplored. Drawing from transition studies and experiential learning theory, this paper focuses on the learning of local government actors involved in street experiments. The paper explores how these actors learn, with whom they learn and what they learn. Two cases of low-traffic neighborhood experiment programs in London reveal how local government actors gain instrumental knowledge concerning the design and implementation of street experiments and how to effectively engage citizens. Transformative knowledge amongst local government actors was observed less, revealing an important consideration for the role experiments play in transitions. Because street experiments reflect the complexity of ‘real-life’ and automatically include participants, they are prone to conflict, which can provide increased opportunities for learning.