Traditionally, the role of education has been to give knowledge-based readiness, which later would be applied in practice to various innovation processes in working life. Innovation pedagogy introduces how the development of students' innovation skills from the very beginning of their studies can become possible. The core of innovation pedagogy lies in emphasising interactive dialogue between the educational organization, students, and surrounding working life and society. It aims to develop the student's innovation competencies which are the learning outcomes which refer to knowledge, skills and attitudes needed for the innovation activities to be successful. It is defined as a learning approach that defines in a new way how knowledge is assimilated, produced and used in a manner that can create innovations. The purpose of this study is to first present the concept of innovation pedagogy and later give examples of the methods used in Turku University of Applied Sciences to implement this pedagogical concept into the everyday life of the university. Innovation pedagogy has been developed in Turku University of Applied Sciences where it also forms part of the strategy in the university. The multidisciplinary projects of applied research and development respond to the customer needs and are integrated with education in a flexible way.Key words: Innovation pedagogy, active learning, learning methods, innovation competencies. ResumenTradicionalmente, el papel de la educación ha sido el de proporcionar una preparación basada en el conocimiento, que más tarde será aplicada en la práctica de diferentes procesos de innovación en la vida laboral. Pedagogía de la Innovación presenta cómo puede llegar a ser posible el desarrollo de habilidades de innovación en los estudiantes desde el comienzo de sus estudios. El núcleo de la L. Kairisto, M. Räsänen, J. Lethtonen, H. Lappalainen. Innovation pedagogy learning through … 68pedagogía de la innovación radica en el énfasis en el diálogo interactivo entre la organización educativa, los estudiantes, y la vida laboral y sociedad circundante. Su objetivo es desarrollar las competencias de innovación de los estudiantes, que son los resultados de aprendizaje que se refieren a conocimientos, habilidades y actitudes necesarias para que las actividades de innovación tengan éxito. Se define como un enfoque de aprendizaje que define de un modo nuevo cómo es asimilado el conocimiento, producido y utilizado de una manera que puede crear innovaciones. El propósito de este estudio es presentar primero el concepto de la pedagogía de la innovación y más tarde dar ejemplos de los métodos utilizados en la Universidad de Ciencias Aplicadas de Turku a la hora de aplicar este concepto pedagógico en la vida cotidiana de la universidad. Pedagogía de la innovación se ha desarrollado en la Universidad de Turku de Ciencias Aplicadas en la que también forma parte de la estrategia de la universidad. Los proyectos multidisciplinares de investigación aplicada y su desarrollo responden a las necesidade...

The Fourth Industrial Revolution has understandably strengthened the importance of digital skills as key competence area that should be enhanced during all grades of studies. Additionally, generic competences enabling successful participation in innovation processes are very much highlighted by employers worldwide. This sets challenges to the ways we educate next generations. We need changes in all main stages of education: planning, implementation and assessing learning outcomes. When targeting to increase students' innovation capacity, is there something we could learn from recent European, especially Finnish, strategic definitions of policies and development novelties?

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-Higher education needs to respond to the needs of employers by providing capable workforce. Graduating students have to possess capabilities to take part in diverse innovation processes at their future work places. In this paper we present how higher education can be changed to the direction where both new innovations are more evident and where education itself can serve societal needs more directly by producing generic innovation competences for students. The theoretical framework is based on innovation pedagogy, the socio-cultural theory and the constructivist view of learning. The empirical findings show how innovation pedagogy is put into practice and how applied research, development and innovation operations in HEIs can create direct benefits to the businesses and other stakeholders. As the result we state that innovation pedagogy can produce innovation competencies and simultaneously serve regional, national and international stakeholders ensuring direct societal benefits. The results are especially useful for those who want to increase the external impact of higher education institutes.

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