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ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1422647
Educational Learning Lab Supporting Innovation Adoption in Vocational Education
Provisionally accepted
Terje Väljataga 1*
Meril Ümarik 1 Krista Loogma 1 Inna Bentsalo 1 Sigitas Daukilas 2
Lina Kaminskienė 2
Lina Vaitkutė 2
Genutė Gedvilienė 2
Vidmantas Tūtlys 2- 1 Tallinn University, Tallinn, Estonia
- 2 Vytautas Magnus University, Kaunas, Lithuania
This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational Learning Lab approach were designed to counteract drop-out from vocational education and training for young people at risk of social exclusion. The study investigates the conditions for vocational teachers' knowledge appropriation leading to sustainable innovation in the empowerment of vulnerable students. Through applying the Knowledge Appropriation Model to the design of intervention cases, data collection and analyses, the article discusses how knowledge maturation, scaffolding and appropriation practices emerged during the Educational Learning Labs.
Keywords: educational learning lab, VET, Knowledge appropriation model, intervention, innovation adoption
Received: 24 Apr 2024; Accepted: 14 Mar 2025.
Copyright: © 2025 Väljataga, Ümarik, Loogma, Bentsalo, Daukilas, Kaminskienė, Vaitkutė, Gedvilienė and Tūtlys. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Terje Väljataga, Tallinn University, Tallinn, Estonia
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