ABSTRACT Universities are currently facing significant challenges in adapting their educational provision to new social and labour market demands. This article explores how to address the existing mismatch between university curricula and the productive environment. To this end, a methodology based on the Theory of Change is employed, using living labs as a participatory setting for data collection. The study, conducted with actors from the quadruple helix, was structured in two phases: a collaborative diagnosis of the causes of this mismatch and the joint design of training pathways aimed at mitigating it. To guide the analysis, a conceptual framework structured around four types of change was used: relational, curricular, institutional, and student development. The results suggest that this approach facilitates the co‐creation of solutions tailored to the local context and strengthens the intersectoral collaboration required to address the twin transition. The study concludes that integrating ToC into participatory processes enhances institutional responsiveness to current transitions, promoting more open governance models that are better connected to their environment.
González‐Calvar et al. (Fri,) studied this question.
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