Castro Niklasdotter, Alma2025-08-042025-08-042025-08-04https://hdl.handle.net/2077/89108Aim: This study aims to investigate whether and how Swedish cross-sector collaborations for preparedness and regional development may beyond their operational function contribute to the development of competencies identified as crucial for addressing future challenges. Theory: The theoretical framework builds on transformative learning theory, the UNESCO (2017) framework for sustainability competence and futures literacy (Vinnova, 2024). This interdisciplinary framework allows the study to connect informal learning processes in professional settings to previously identified competence needs for sustainable and resilient societies. Method: A qualitative research design was applied, and semi-structured interviews were conducted with 11 professionals from public and private sector organizations, all engaged in cross-sector collaborations. The material was analyzed through directed content analysis, using the sustainability competencies as predetermined coding categories to identify patterns of learning described by participants. Results: Findings indicate that several sustainability competencies were present to varying degrees in participants' reflections. Most prominent were collaboration, systems thinking, strategic, and anticipatory competencies, some of which align with the futures literacy concept. Moreover, a potential addition to the framework was identified and named community awareness. Results suggest that cross-sector collaborations can support informal learning and competence development relevant to future societal challenges, even when such outcomes are not explicitly intended.engCross-Sector Collaboration, Education for Sustainable Development, Sustainability Competence, Futures LiteracyText