Living Labs in Higher Education: Exploring Factors Influencing the Innovation in Teaching Methods and Learning Creativity

Hoang Anh Dao, Do Hai Yen

abstract

In the era of Education 4.0 and digital transformation, higher education institutions (HEIs) are increasingly required to innovate teaching and learning methods to foster creativity and meet modern societal demands. This study investigates the factors influencing the adoption of the Living Lab (LL) approach in universities to promote innovation in teaching methods by lecturers and enhance students’ learning creativity. Using a mixed-methods approach, including a structured survey and in-depth interviews with lecturers and students from three universities (Vietnam, South Korea, and Rwanda), the study employs statistical techniques such as descriptive analysis, exploratory factor analysis, and multiple linear regression basing on the data of 204 valid respones. The findings confirm that both exogenous and organizational factors significantly influence teaching innovation and student creativity, with internal organizational factors (e.g., culture, leadership, infrastructure, and implementation mechanisms) having a stronger impact. The results also reveal strong correlations between teaching innovation and learning creativity. Based on these findings, the study proposes targeted solutions, including strengthening internal capacity, promoting a culture of collaboration, offering faculty development programs, enhancing student engagement through real-world projects, and reinforcing partnerships with external stakeholders. These recommendations contribute to the growing body of knowledge on Living Labs in education and provide practical implications for policy and institutional strategy in higher education.


Keywords

Living Labs, Innovation, Teaching methods, Learning creativity, Higher education, Influencing factors