Abstract:

Living Labs are innovation ecosystems in which research and professional activities take place in real-life contexts through processes of co-creation. Within Higher Education, these environments increasingly function as platforms for addressing complex socio-technical challenges, such as transitions toward sustainable systems and circular economies. However, a recurring challenge concerns the documentation of intangible knowledge generated during these processes, including stakeholder negotiations, iterative discussions, and reflective moments that often remain absent from conventional project reporting. Within this context, this paper investigates the integration of podcasting as both a methodological and pedagogical layer within the Living Lab framework. By complementing traditional written documentation, podcasting functions as an ongoing audible record of innovation and learning processes, capturing the iterative and collaborative dynamics that characterise practice-based research in real-world contexts.

More specifically, the study presents the case of the Too Good to Go Wasted Living Lab at the School of Design, Politecnico di Milano, where podcasting is currently being implemented as a tool for documenting innovation and facilitating dialogue among academic, industrial, and civic actors. The study proposes podcasting as a scalable strategy for enhancing the visibility of learning processes and strengthening the societal impact of higher education.

The framework is grounded in the Quadruple Helix model, connecting academia, industry, government, and civil society. Within this ecosystem, the podcast acts as a shared communicative interface through which specialised knowledge is translated into accessible narratives for broader audiences. Recorded dialogues between stakeholders are treated as qualitative material and are analysed to identify emerging trends, stakeholder perspectives, and evolving project needs. In this way, the podcast supports both knowledge dissemination and documentation, providing external partners with transparency regarding the progress of collaborative initiatives.

From an educational perspective, the approach draws on Experiential Learning Theory and Social Constructivism, which frame learning as a process emerging through interaction, dialogue, and shared knowledge construction. Within the Living Lab, podcast episodes are integrated into the ongoing documentation and dissemination of the innovation and learning process. These recordings capture discussions, perspectives, and reflections that emerge throughout the project, contributing to a reflective learning environment in which students engage with authentic challenges and observe how knowledge is collectively constructed among different actors. In this way, the podcast supports transparency while strengthening students’ understanding of collaborative professional practices within complex socio-technical contexts.

Keywords:

Podcasting, Living Labs, Higher Education, Collaborative Learning.