Proclaimed the "greenest television programme in the world," the award-winning soap opera Coronation Street is seen as an industry success story. This paper explores how the integration of carbon literacy training (CLT) led to a widespread transformational change of practice within Coronation Street. Using the theoretical lens of Communities of Practice (CoP), this study examines the nature of social learning and the enablers and barriers to change within the organization. Specifically, how boundary spanning practices, objects and people led to the transformation on both a personal and group level. Based on a qualitative analysis of 22 interviews with Heads of Departments and other staff, the paper argues that CLT is a boundary practice which has evolved into a boundary spanning CoP. The importance of infrastructures supporting boundary objects and practices is highlighted as reinforcers of the CLT, both as a boundary object and a community, with the "ultimate" boundary spanning object being the show. A significant enabler in social learning and change in practice is the creation of discursive and creative space, both within CoP and across the boundaries. Findings also highlight the role of "self" in the process of social learning and organizational change. Distinct patterns emerged in the relationship between self-identity, social learning and change across a range of boundary objects, practices and communities both in the CLT and CoP. This suggests that in a diverse social learning setting such as CLT there are different transformational catalysts within the CoP and these identities can influence how knowledge is translated into practice.

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Aim: This article considers the need to move away from a dependency on fossil fuels towards more sustainable renewable sources of energy production. The focus is on the tourism sector in two Indian Ocean destinations, Mauritius and the Seychelles. The broader aim, however, is to highlight the interconnectedness between public and private stakeholders and how lessons learned from these case studies could have broader applicability elsewhere.   Design/research methods: A case study approach has been taken drawing on data supplied by both the private tourism sector in the destinations under consideration and relevant government and regional reports.   Conclusions/findings: Progress has been made in the shift towards decarbonisation policies and practices in these destinations. This has been achieved via a cooperative approach between public and private stakeholders, extending the development of renewable energy infrastructure and supply to include sustainable education policies supported by both governments’ education departments and vocational programmes implemented by the larger hotels in these destinations.   Originality/value of the article: Although there have been other studies conducted on the promotion of renewable energy in small island states, there is a paucity of such research looking specifically at the tourism sector and the role of public/private partnerships in developing broader education for sustainable development programmes.   Implications: The case studies focus on highlighting how governments and tourism businesses can work towards shared goals, in this case decarbonisation and education for sustainability. The implication is that such a model could be applied elsewhere with equally positive results.