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Abstract More and more scholars are revisiting federal theories in an attempt to explain the functioning of the EU. Yet in-depth empirical testing of their claims remains surprisingly limited. Cooperative federalism represents one particularly promising variant of federal theory in this respect. This article extends and refines existing claims about its utility to show how EU policy-making can be fruitfully conceived of as a multi-level 'cooperative game' played out between different actor coalitions. It then uses these arguments to analyse task allocation — a critical indicator of the European integration process — within the environmental sector. Drawing on fresh empirical evidence, it demonstrates how differential patterns of task allocation have emerged from a series of interlinked 'cooperative' dynamics, which were in turn shaped by broader federal structures. Although greater testing and development is needed, it concludes that there are good reasons to add cooperative federalism to the evolving 'tool-kit' of EU integration theory.

Abstract This article introduces this special issue by contextualizing learning theory within European integration studies. There are important empirical and theoretical gaps in the study of European integration which necessitate a greater attention to learning theory. This article deploys a number of conceptual distinctions about learning and non-learning processes, drawing from political science, international relations, public administration and sociological/organizational studies. It traces 'learning' in its political science context and how learning has been inserted into EU integration studies. In relating this evolution, the article examines the conditions that define the type and likelihood of learning and surveys the special issue. The article argues that studying learning in the EU is difficult, but integration requires an understanding of the micro policy processes that learning seeks to address.

Since the 1990s, the European Union (EU) has renewed its support for regional integration in other parts of the world, and incorporated this objective as a part of European external policy. Compared to the embryonic common foreign and security policy (CFSP), the support for regional integration and co-operation has been much less controversial, having been publicly endorsed by European Commission officials, and identified in the policy publications emanating from the various Directorate Generals (DGs). This article adopts a policy learning perspective to investigate this departure in external policy by the EU, and to identify the explanatory capacity of collective learning for the core beliefs, preferences, and policy instruments eventually adopted by European policy-makers. The article identifies what types of learning have taken place, and assesses the impact of learning on the policy outputs and outcomes.