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ACCESS4ALL Group

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Engaging stakeholders

Engaging stakeholders is a central element in the success of complex projects, particularly climate change adaptation initiatives where environmental, social, and economic dimensions intersect.

First: Effective strategies and tools for stakeholder identification and mapping One of the most effective tools learned in this unit is stakeholder mapping, which classifies stakeholders based on their level of influence and interest. This approach helps clarify relationships among different actors and determine who should be closely engaged and who only needs to be kept informed. Additionally, analyzing stakeholders according to their roles and potential interests helps reduce unexpected challenges during project implementation.

Second: The role of negotiation and communication in managing conflicting interests Negotiation and communication skills play a critical role in managing conflicting interests, particularly when government priorities differ from the needs of local communities. Transparent communication, active listening, and the use of clear and inclusive language help build trust and bridge differing perspectives. Interest-based negotiation that seeks win–win solutions can reduce tensions and strengthen collective commitment to the project.

Third: Best practices for ensuring inclusive and sustainable long-term collaboration One of the most important best practices is involving local communities from the early stages of a project, rather than limiting participation to the implementation phase. Empowering marginalized groups, such as women and youth, also strengthens social sustainability.An example from the local context includes community-led initiatives related to tree planting or water resource management, where residents actively participate in decision-making and implementation. This approach increases their sense of ownership and responsibility, ensuring the project’s long-term sustainability.

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Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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