How do individuals develop knowledge about Corporate Social Responsibility? Role of conceptual change and socio-cognitive conflicts in the learning process of a contested concept

Corporate Social Responsibility (CSR) is a contested concept, shaped by diverse interpretations and tensions related to the relationship between businesses and society. This dissertation examines how learners construct their understanding of CSR in Massive Open Online Courses (MOOCs), bridging management and educational sciences. Through four complementary studies combining qualitative analyses of forum discussions, surveys, and interdisciplinary frameworks, the research uncovers the cognitive and social mechanisms that drive conceptual evolution. Findings highlight how pedagogical design influences the depth of dialogue, how socio-cognitive conflicts and the confrontation of perspectives foster in-depth reflection, and how collective sensemaking helps learners navigate CSR’s inherent tensions. The dissertation advances CSR education, micro-CSR, and MOOC pedagogy by identifying conditions for meaningful dialogue, collaborative learning, and reflective engagement with sustainability issues.