ENABLING LEARNING ENVIRONMENTS. INSIGHTS FROM AN INNOVATION-DRIVEN DESIGN COURSE.

Abstract

Building upon Problem-Based Learning principles, this case study examines Enabling Learning Environments (ELEs) as facilitators for educational innovation through ethnographic observation of a post-graduation course in team-based innovation. Over the course of three months, the research explored what drives innovation in education, how ELEs are sustained, and how they can be intentionally designed. The study identified critical success factors in this educational context using direct observation, participant interviews, and course document analysis, applying thematic coding to identify emergent patterns. Findings reveal that effective innovation learning hinges on three elements: student mindset development, emotional scaffolding, and quality of human interaction. The case demonstrates that ELEs collapse when course structure constraints autonomy and thrive when learning occurs within environments balancing safety with diversity. This study contributes to educational practice by offering transferable insights such as facilitation techniques, feedback mechanisms, and collaborative frameworks for learning environment design focused on fostering innovation capabilities.