Living Labs as catalysts for experiential learning in law enforcement training: Insights from the TENACITy project.

Background Living Labs have become established in European research as environments for user-centered innovation and co-creation. Yet, their potential as pedagogical infrastructures remains underexplored. This study investigates how Living Labs can foster experiential learning within EU-funded security research, focusing on the Horizon Europe project TENACITy , which integrates Living Labs into law enforcement training, offering a unique opportunity to examine how such settings can enhance adult and professional learning. Methods A qualitative research design was applied, combining semi-structured interviews with officers from Passenger Information Units (PIUs) who participated in Living Lab sessions and document analysis of project materials, including Deliverable D4.1 Training Methodology and Curricula . Thematic analysis was used to identify patterns in participants’ accounts, interpreted through the theoretical lenses of experiential learning, andragogy, transformative learning and communities of practice. Results Five interrelated dimensions of learning were identified: (1) active engagement and concrete experience, (2) processing and dialoguing, (3) linking experience to theory and practice, (4) testing and applying new knowledge and (5) preparation, support, and learning conditions. These dimensions demonstrate how Living Labs operationalize Kolb’s experiential learning cycle, embody Knowles’ principles of self-directed and problem-centered learning, align with Illeris’ holistic model integrating cognitive, emotional, and social dimensions, and reflect Wenger’s emphasis on collective meaning-making. Limitations included tool immaturity, reliance on synthetic datasets, and uneven facilitation. Conclusions Living Labs represent hybrid ecosystems that combine innovation and learning. When intentionally designed and pedagogically facilitated, they can strengthen professional capacity building by linking technological development with authentic, reflective, and collaborative learning. The findings suggest that Living Labs should be embedded as integral, sustained components of training in EU-funded research projects, reinforcing the reciprocal relationship between innovation and education.