Researching learning environments and students’ innovation competences

Purpose The purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking). Design/methodology/approach In this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students ( n =236) from one Finnish university of applied sciences at the end of the Spring semester in 2017. Findings Two profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences. Research limitations/implications Because of the case study setting and a limited sample, there are limitations to the generalizability of the findings. Originality/value Focusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.