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Application of the Theory of Change through Living Labs to Foster University Twin Transition

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Title: Application of the Theory of Change through Living Labs to Foster University Twin Transition
Language: English
Authors: Candela González-Calvar (ORCID 0009-0002-0873-7878), María del Pilar Muñoz-Dueñas (ORCID 0000-0003-3848-9107), Aitor Couce-Vieira (ORCID 0000-0003-4597-416X), Martín Sánchez-Rubio (ORCID 0009-0003-4131-6669)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Universities, College Curriculum, Educational Change, Educational Theories, Labor Market, Educational Demand, Social Change
DOI: 10.1111/ejed.70542
ISSN: 0141-8211
1465-3435
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498073
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Candela+González-Calvar%22">Candela González-Calvar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0873-7878">0009-0002-0873-7878</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+del+Pilar+Muñoz-Dueñas%22">María del Pilar Muñoz-Dueñas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3848-9107">0000-0003-3848-9107</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aitor+Couce-Vieira%22">Aitor Couce-Vieira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4597-416X">0000-0003-4597-416X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martín+Sánchez-Rubio%22">Martín Sánchez-Rubio</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4131-6669">0009-0003-4131-6669</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 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.
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