Developing professional knowledge through innovation in higher education

Purpose This paper aims to examine how pedagogical innovations in practical training facilitate professional learning among higher education (HE) students. Design/methodology/approach Through individual and group interviews and observations, this explorative phenomenological study investigates a technological innovation in nursing education and a student-driven innovation in architectural education, which provide the background for discussion on the potential of professional development through innovative work-based learning (WBL). Findings The findings revealed that increased involvement and engagement through innovative WBL in real-life scenarios increases students' confidence in their abilities, their critical commitment to their education and their professional knowledge. Originality/value The paper showcases the importance of a learning paradigm that includes students in innovation processes and underscores the value of pedagogical innovation in WBL for students' professional development.