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On September 16th and 17th, European Ulalabs partners and regional stakeholders converged in the vibrant city of Linköping for a breakout session titled, “Exploring the Role of Living Labs for Urban Sustainability Innovation,” as part of the Future Now Forum. This gathering also included a transnational coordination meeting, marking a significant milestone in our collaborative journey. Meeting in Linköping: A Beacon of Innovation Linköping, the host city for our meeting, is a beacon of innovation and sustainability. Recently awarded the European Capital of Innovation Award 2023 in the category of European Rising Innovative City, Linköping is a place where world-leading research and groundbreaking innovations are shaping a better future. The city’s university, municipality, civil society, and business community work hand-in-hand to turn innovative ideas into reality. With a population of 166,700, Linköping is Sweden’s fifth-largest city and is on a mission to become a carbon-neutral municipality. Future Visioning Workshop: Imagining the Distributed Living Lab As part of our Ulalabs project transnational meeting on Monday, September 16, we held a Future Visioning Workshop led by the DesignLab at the University of Twente. This workshop applied responsible futuring methodologies and creative exercises to collaboratively envision a shared future for the Distributed Living Lab (Lab of Labs). The DesignLab’s approach to responsible futuring is rooted in design thinking and addresses societal challenges from a societal perspective rather than a technological one. This methodology emphasizes trans-disciplinary practices, responsible design, and social involvement to drive societal impact. It encourages stakeholders to break disciplinary boundaries and become agents of societal change, using moral imagination to generate potential solutions. Imagining the Future – Dynamic, Collaborative Environment Our discussions focused on the principles and premises that should underpin the future Distributed Living Lab across various regions. A central theme in our vision for the Distributed Living Lab is inclusivity and equality. We imagined a future where anyone can participate without boundaries, ensuring that all voices can be heard and valued. This vision promotes a bottom-up approach, empowering society to take the lead in shaping the living lab environment. We explored the potential for living labs to become central hubs of innovation, led by citizens and balancing – or even disrupting – power dynamics. This vision includes creating new frameworks for living lab practices that are more accessible and less dominated by established institutions, as well as providing sustainable funding, linking people with resources, with the aim to overcome resource constraints and ensure the continuity of projects over time. By fostering a shared sense of ownership and responsibility, we can ensure that living labs remain inclusive and equitable. While virtual interactions are valuable and create new opportunities, throughout the discussions, we emphasized the importance of physical connections and face-to-face interactions. Building strong, tangible connections between different living labs and their participants can enhance collaboration and innovation. When playing with the design and model of the imagined Distributed Living Lab, using the symbol of the “babel fish,” we emphasized that communication across diverse actors is crucial, pointing to the need to facilitate not just language translation but also the translation of values and decision-making reasons. Our visions include integrating various types of nature and non-human beings as stakeholders, recognizing the interconnectedness of all life forms. Finally, given the accelerating pace of societal and environmental changes, we recognized the potential role and capacity of the living labs to respond and propose co-created solutions to those. In the afternoon, we also had a chance to visit Ebbepark district that provides a testbed for a variety of research projects, including the Climate Neutral Linköping 2030 project (see more below). Ulalabs Break-Out Session: Living Labs and Testbeds as Innovation Spaces for Sustainability Transformations
On Tuesday, September 17, as part of the Future Now Forum, we organized a break-out session titled “Exploring the Role of Living Labs for Urban Sustainability Innovation.” We had the opportunity to learn about the role and experiences with living labs and experimentation spaces from HUB B30 (Spain), Enschede (The Netherlands), Nordic Edge (Norway), and Ebbepark (Linköping, Sweden). We heard from Angela Rijnhart  on the transformation and the innovative ecosystem of the city of Enschede and the region of Twente, showcasing its different initiatives, such as Circular Textile Lab and ChallengeLab Twente . We have learned about the different spaces where the municipality and Design Lab/University of Twente are connecting scientific knowledge about citizen science and practical experiences on participation processes and creating learning communities to work together on a social and sustainable city. Torrill Steinback  from Nordic Edge , running Norway’s innovation clusters for smart city technology and AgriTech, and Innovation Centre ‘Innoasis,’ stressed the importance of cross-sectoral cooperation and shared various agile piloting (Kvikktest) projects in which sites or neighbourhoods are used as testbeds for innovation and green transition solutions, partnering with the University of Stavanger. Sergio Martínez shared the HUB30 experience in Catalonia, particularly the Vallès Labs Network, which provides spaces for participation and co-creation in which new models of open, transformative, and user-based innovation are promoted, supporting local agents in delivering transformative actions while implementing the methodology of Shared Agendas. These, supported by the RIS3CAT Strategy, aim to develop viable alternatives to unsustainable dominant practices and accelerate transitions towards a socioeconomic model aligned with the Sustainable Development Goals (SDGs). Among the others, Sergio showcased the example of the development of the Shared Agenda to promote economic and sustainable transformation towards the goal of zero waste in the territory of the Mollet-Cerdanyola axis. With the presentation of Sara Malmgren , we had the opportunity to learn more about the experiences of Ebbepark , a recently constructed new central city district in Linköping, built and living environment that can be tested on a 1:1 scale, a physical test environment in a living district, a real-world laboratory, where new ideas and solutions from both business and academia are tested, verified, and potentially brought to market to promote social and environmental sustainability. Following the presentations, we had group discussions to identify key strategies and components, as well as the enablers and barriers for the work of Living Labs and Testbeds as innovation spaces for sustainability transformations. Among some of the enablers, participants stressed the potential opportunities that come from combining intersectionality and interdisciplinarity in the living labs, as well as the importance of facilitation roles and communication in the co-creation processes, aiming to reach the natural and inclusive engagement of all parts. Cultural differences and cooperation were also named as very strong enablers, recognising also the importance and opportunities that a potential future European Distributed Living lab could provide.   Participants acknowledged the interdependency and interconnectedness of different elements, noting that these can be both enablers and barriers, pointing out the example of funding (both material and immaterial) that could allow for a long-term perspective.
The inputs and insights gathered during the session will be analyzed in detail and will feed into the final publication of the work package focusing on the research on the status quo and perception of living labs and different experimental spaces, identifying the major challenges and success factors for the development of distributed learning communities and the strategies and approaches to foster Higher Education Institutes - community engagement that exist in each region and on a distributed level. The report will be published in the upcoming weeks.

In this blog article, Associate Professor Anders Riel Müller  from University of Stavanger explores the research undertaken to develop a comprehensive shared definition of learning communities as part of the Work Package 3 activity concluded in the last quarter of 2024. The research compiled in the presented report (see below), will contribute to the upcoming publication, "Learning Communities Roadmap," foreseen for release later this year.   In the article below, Professor Müller shares the key findings and reflections from this research, offering valuable insights into the dynamics and essential characteristics of effective learning communities. As the project progresses, we will continue to develop the learning methodologies and tools, adapting them to the needs and interests of our members. The challenges of urbanisation put cities in a critical position for successfully addressing the 2030 Agenda, emphasising the interlinked roles of citizens, civil society, business, planners and decision makers in sustainability transformation processes, initiatives, and solutions (Juhola et al., 2020; Köhler et al., 2019; Linnér & Wibeck, 2019). The European Union has set ambitious targets for climate neutrality through initiatives such as the EU mission on Climate-Neutral and Smart Cities , the mission on Adaptation to Climate Change , The New European Bauhaus  and the 2021 – 2027 Horizon Europe Research and Innovation programme . These initiatives come with significant funding, yet there is an explicit expectation and belief that in order for EU to reach its ambitions, interregional collaboration, knowledge sharing, and upscaling is essential. In the past EU Horizon Europe 2020 programme that ran from 2014-2020, urban sustainability was put on the top of the agenda through large-scale initiatives such as the Smart Cities and Communities Lighthouse projects. According to the EU website Smart Cities Marketplace website  project portfolio more than 100 total projects, 47 lighthouse cities, and 166 fellow cities have been involved receiving more than 900 million EUR in EU funding and a total of 1,4 billion EUR project budgets. A central aspect of the programme was the expectation that the solutions developed, and experiences gained, should lead to upscaling  and replication  across Europe.  Note these two words of upscaling and replication…They tell us something about how the EU envisioned that a solution developed or an experience gained should lead to the rapid and large scale adoption across Europe in the same way that a software program or hardware infrastructure can be rapidly diffused. This expectation however has proven difficult to realize- Cities do not operate as a computer system with almost infinite scalability (Mattern, 2021). Cities operate in diverse national, regional, and local contexts, with different populations, economies, infrastructures and administrative systems and cultures (Clark, 2020) that make aspirations of replication and rapid scaling difficult. ULALABS is an intervention that seeks to contribute to the acceleration of urban sustainability transformation not through strategies of replication and knowledge sharing, but by fostering transformative learning through Mutual Learning Communities across different living labs and experimentation spaces.   Learning Learning is distinct from knowledge transfer, knowledge exchange, information transfer/exchange, and replicability. Whereas these terms indicate an almost seamless transfer and exchange of knowledge and information, we argue that this is the crux of the problem – that information, knowledge, experiences, and practices cannot move seamlessly from one context to another. Therefore, this project is particularly interested in developing methods and tools that enable information, knowledge, experiences, and practices to be shared and subsequently adapted and applied in new contexts (Joan Batalla-Bejerano et al., 2023). Transformative Learning We draw on theories of transformative learning by Jack Mezirow (1991, 2009). Mezirow's transformative learning theory emphasizes the importance of changing one's meaning perspectives through critical reflection. Transformative learning occurs when individuals face new situations that challenge their prior assumptions, leading to changes in interpretations and perspectives. Mezirow highlights that adult learning differs from children's learning, focusing on how adults reinterpret new knowledge by relating it to their own experiences. This process is not about the quantity of information received but how meaning is made in relation to personal experiences. Transformative learning challenges the traditional sender-receiver model of knowledge transfer, advocating for a communicative and reflexive learning environment. For transformative learning to occur, both the sending and receiving of information must be a collective exercise involving critical reflection. The goal is not merely to share information but to interpret and reinterpret it to transform practices. The transformative learning framework illustrates how information, knowledge, and experiences are processed through critical reflections, moving from specific to generalizable and abstract contexts, and then applied in new specific contexts. This process is akin to translation, where meaning must be conveyed effectively across different contexts. The role of ULALABS is to facilitate these learning processes by developing methods that engage community members and encourage critical thinking to transform practice. Distributed Learning Communties The ULALABS project will seek to facilitate transformative learning through mutual learning communities. Wilson (1998) describes Distributed Learning Communities (DLCs) as decentralized groups that interact enough to form stable communities, supported by communication technologies. The term 'distributed' distinguishes these groups from traditional, centralized learning environments, indicating that members are not all located in the same geographical area and that control, decision-making, and agenda-setting are shared among group members rather than managed by an external authority. Transformative communication and learning are key, with both senders and receivers of messages being changed by their interactions. DLCs are characterized by distributed control, commitment to generating and sharing new knowledge, flexible and negotiated learning activities, autonomous community members, high levels of dialogue and collaboration, and a shared goal or project. Figure 1 - the distributional aspect of the ULALABS Learning Communities The proposed Distributed Mutual Learning Communities (DMLCs) for transformative learning emphasize a dialogical and communicative approach. These communities focus on mutual identification of relevant information, knowledge, and experiences between different living labs, facilitating a reflexive communicative activity. The process involves de-contextualizing and abstracting information to make it relevant in new contexts, allowing practitioners to implement new practices and repeat the learning loop. To visualize the Learning Community concept, it is essential to identify suitable learning spaces, both physical and virtual, where diverse community learning activities can occur. Any space can potentially be a learning space, and it is crucial to reconsider what qualifies as such in an urban context. Figure 34 provides an overview of potential learning and experimentation arenas for the community. Moving forward: The successful implementation of Mutual Learning Communities (MLCs) for Transformative Learning between living labs and experimentation spaces to accelerate urban sustainability transformations involves several key aspects. Developing distributed learning methodologies is crucial for sharing and adapting information, knowledge, experiences, and practices across diverse contexts. This approach addresses the challenge of replicating methodologies and tools in varied cultural and geographic settings. The ULALABS project emphasizes fostering transformative learning through interpersonal and interregional learning communities, leveraging existing living labs' networks and experimental capacities. By focusing on cross-case learning and the interplay between technological, social, cultural, economic, political, and environmental factors, the project aims to enhance urban transformation capacities and generate innovative solutions in an emergent distributed manner.   The ULALABS project also highlights the need for joint reflection and re-contextualization of experiences learned from local experiments. This process involves scientific experts and local practitioners collaboratively analyzing results and setting up new experiments, ensuring comprehensive learning that includes both successes and failures. A transformative focus is maintained by incorporating sustainability and social inclusion goals into the central learning agenda while respecting local interests. The learning network structure is designed to be flat, promoting mutual and joint learning among all partners. Equalizing local experimentation capacities through in-person advice and support tools facilitates effective knowledge transfer and application. These strategies collectively aim to build a cross-European virtual living lab, enabling the scaling and adaptation of innovative solutions to accelerate urban sustainability transformations. By focusing on these aspects, the ULALABS project aims to create a collaborative network that promotes mutual learning, joint problem-solving, and innovation, ultimately accelerating urban sustainability transformations. As the project progresses, we will continue to develop the learning methodologies and tools, adapting them to the needs and interests of our members. Currently, regional workshops are being organized across the ULALABS partner regions to further map local ecosystems and identify potential Learning Community members. These workshops serve as a critical step in engaging local stakeholders and urban actors who will later take part in the pilot activities. Through these interactions, we aim to identify shared urban challenges within each region’s ecosystem, focusing on urban sustainability transformations and collaborative opportunities to address them. If you are interested in becoming part of the ULALABS Learning Community, you can reach out to the project coordinators in each of the four regions for more information.     References Clark, J. (2020). Uneven Innovation: The Work of Smart Cities  (p. 328 Pages). Columbia University Press. Joan Batalla-Bejerano, Campo, G. del, Palau, F., Serra, A., Vilariño, F., & Villa-Arrieta, N. (2023). Tr@nsnet Living Lab Model: A Living Lab Model  to accelerate  the ecological  transition  (p. 132). Université Toulouse III. https://www.irit.fr/TRANSNET/wp-content/uploads/2023/04/FinalProduct-ULL-Model-Tr@nsnet-Funseam.pdf Juhola, S., Seppälä, A., & Klein, J. (2020). Participatory experimentation on a climate street. Environmental Policy and Governance , 30 (6), 373–384. https://doi.org/10.1002/eet.1900 Köhler, J., Geels, F. W., Kern, F., Markard, J., Onsongo, E., Wieczorek, A., Alkemade, F., Avelino, F., Bergek, A., Boons, F., Fünfschilling, L., Hess, D., Holtz, G., Hyysalo, S., Jenkins, K., Kivimaa, P., Martiskainen, M., McMeekin, A., Mühlemeier, M. S., … Wells, P. (2019). An agenda for sustainability transitions research: State of the art and future directions. Environmental Innovation and Societal Transitions , 31 , 1–32. https://doi.org/10.1016/j.eist.2019.01.004 Linnér, B.-O., & Wibeck, V. (2019). Sustainability Transformations: Agents and Drivers across Societies  (1st ed.). Cambridge University Press. https://doi.org/10.1017/9781108766975 Mattern, S. C. (2021). A city is not a computer: Other urban intelligences . Princeton University Press. Mezirow, J. (1991). Transformative dimensions of adult learning  (1st ed). Jossey-Bass. Mezirow, J. (Ed.). (2009). Transformative learning in practice: Insights from community, workplace, and higher education . Jossey-Bass. Wilson, B. (1998). Distributed Learning Communities: An Alternative to Designed Instructional Systems. Annual Research Proceedings of the Association for Educational  Communications and Technology , 17. https://www.researchgate.net/profile/Brent-Wilson-6/publication/243771280_Distributed_learning_communities_an_alternative_to_designed_instructional_systems/links/56def55708aec8c022cf33fb/Distributed-learning-communities-an-alternative-to-designed-instructional-systems.pdf

From November 6-8, 2024, the ECIU Challenge-based Learning Event took place at UAB. The event brought together close to 30 professors and researchers from ECIU member universities, including Dublin City University (Ireland), University of Stavanger (Norway), Lodz University of Technology (Poland), Tampere University (Finland), Universitat Autonòma de Barcelona (Spain), Institut National des Sciences Appliquées (France), Hamburg University of Technology (Germany), University of Aveiro (Portugal), University of Trento (Italy) and Kaunas University of Technology (Lithuania).The training, titled “ Challenge-based Learning, Enhanced by Virtual Reality ,” aimed to foster collaboration and knowledge exchange through hands-on prototyping and virtual tools.  It focused on building capacities in the integration of Agile methods in learning and teaching, advanced strategies for creating interactive digital learning resources, and the use of digital technologies to improve learner interaction. These themes and tools were well-aligned with our project approach. Moreover, given that the event involved the ECIU educational community, it was a unique opportunity to engage with the potential end-users of the future Distributed Lab and gather their needs and ideas. On Wednesday, 6th of November, Konstantinos Kourkoutas from UAB presented the objectives of our ULALABS project, the work done so far, and our approach and considerations regarding the Mutual Learning Communities and Strategies for Engagement. He then posed the following challenge to the group:
“How can we design a hybrid, distributed, and inclusive learning space that meets the evolving needs of the ECIU, fostering innovative collaboration, problem-solving, and knowledge generation, through a shared teaching and experimentation environment?” Over the next few days, four groups composed of professors and researchers from different ECIU universities tackled this challenge. They learned about various virtual reality tools and how to use them to propose solutions. On the final day, Friday 8th of November, the groups pitched their proposals and models, providing valuable inputs and food for thoughts. While each group proposed unique solutions, focusing on different aspects of the challenge, their ideas were complementary and showcased a high level of creative thinking, system change, and design thinking. The groups emphasized the importance of creating open, safe, and inspirational spaces that foster transversal skills, transdisciplinary collaborations, and co-creation. They explored various strategies to ensure inclusiveness, aiming to engage a diverse range of stakeholders from both the academic community and beyond. This approach not only aims to bring research closer to non-researchers but also to create a more integrated and collaborative learning environment. The proposals highlighted the potential of hybrid, distributed, and inclusive learning spaces to meet the evolving needs of the ECIU community. By leveraging virtual reality tools and innovative teaching methods, the groups demonstrated how such spaces could enhance problem-solving, knowledge generation, and collaborative efforts. We will analyze the inputs from these groups and share our findings with the ULALABS community. These insights will be invaluable as we are co-creating our future vision with the community and continue to develop and refine our strategies for creating effective and engaging learning environments.

Thank you to the organizers of the event for incorporating the ULALABS challenge in the workshop and to all the participants for their great work and sharing with us the valuable inputs and vision for the future distributed Lab of Labs.

The first output from WP2 is out! The document "ECIU POSITION PAPER ON LIVING LABS AND EXPERIMENTATION SPACES" is a result of the Workshop organized during the SMART-er Research Conference in Barcelona in Oct 2023. It includes some initial work done with the ECIU community with the objective to try to connect the results from the seed project with the initial WP of the ULALABS projects and activities. Check out the full document in the following link: LINK

After one year (May '22 - May '23) the SMART-er seed project Urban Transformation Collaboratory has reached its end. The work done during this year will continue during the ULALABS project during the next three years.

As part of our Work Package 2, we are currently finalizing the in-depth interviews and analysis of selected living labs, testbeds, sandboxes, and other experimentation spaces in the four regions of our project and beyond. This research will contribute to our final publication on the Status Quo Report and Best Practices Catalogue. Here are only some examples of the labs we have interviewed so far:
Sandbox Urbano de València: A City-Wide Innovation Laboratory The Sandbox Urbano de València is a pioneering initiative in the European Union, transforming the entire city into an innovation laboratory. This urban sandbox aims to provide a real-world setting for testing projects that can offer innovative solutions and positively impact the city’s economic, social, and environmental development. The ordinance regulating the sandbox was recently enacted in September this year. Key differentiators of the Sandbox Urbano de València include the concept of the entire city as a large urban laboratory, strong public-private collaboration, and the city’s role as a facilitator of innovation.  To this end, Valencia with this initiative wants to create a one-stop shop for the innovation ecosystem to simplify and streamline processes, addressing a long-standing demand from businesses and researchers. MolletLab: Integrating Maker Spaces and City Labs for Urban Solutions MolletLab emerged in mid-2022 in response to local and territorial political demands. It integrates a Maker Space and a City Lab or Living Lab, focusing on urban experimentation and addressing municipal challenges. Located in the city center, MolletLab works with diverse groups, from people with disabilities to the general public, aiming to democratize access to its resources. The lab operates with two main approaches: EspaiMaker, centered on technical production and experimentation, and City Lab, addressing social challenges like loneliness. The lab is supported by the Economic development, Open government and Innovation departments, with the Autonomous University of Barcelona (UAB) as a key partner.
Testbed Ebbepark: Real-World Testing in Linköping, Sweden Testbed Ebbepark is located in the central neighbourhood Ebbepark in Linköping in the southern part of Sweden. The testbed is run by three municipal companies (Sankt Kors, Stångåstaden, and Lejonfastigheter) who own, manage and operate the buildings in the neighbourhood. The testbed is open to research and development projects, making it possible to test solutions, systems and products related to schools, care, businesses and housing in a real-world environment that is the neighbourhood. The neighbourhood is a newly developed area that is still under construction and the testbed has a focus on urban planning and sustainable urban development, from technical, environmental and social perspectives. Fusilli Living Lab: Transforming Urban Food Systems in Tampere, Finland The Fusilli Living Lab in Tampere, Finland, is a collaborative project involving the city of Tampere, Tampere University of Applied Sciences, the vocational school AhlmanEdu, and the non-profit company EcoFellows. The lab focuses on transforming urban food systems towards sustainability and is operating at all stages of the food system: governance, production, distribution, consumption, and waste. The Living Lab uses the city, and the facilities of the partners, as a lab for carrying out several projects related to sustainable urban food systems. Besides these projects, their goal is also to influence local policy and disseminate information for more sustainable urban food systems at a regional and national level.
Stay tuned for our final publication , where we will share comprehensive insights and valuable findings from these innovative spaces and analyse the cross-case opportunities for our Distributed Lab of labs and Learning community!

On April 10, Konstantinos Kourkoutas, Coordinator of the ULALABS project, took part in the first in-person meeting of the new Erasmus+ sister project CEETNOVA , hosted at the Universitat Autònoma de Barcelona. CEETNOVA project aims to strengthen knowledge valorisation (KV) across Europe by training "KV Ambassadors"—individuals who act as bridges between academia, industry, and society to turn research into real-world impact. Like ULALABS, CEETNOVA brings together a consortium of ECIU member universities: University of Stavanger (coordinator), Kaunas University of Technology, University of Trento, Linköping University, and Universitat Autònoma de Barcelona. Notably, three of these—UAB, University of Stavanger, and Linköping University—are also partners in ULALABS. During the event, Konstantinos shared the experience from the UAB Smart Campus Living Lab, as well as  the UAB Open Labs and the local and regional initiatives developed through co-creation and participatory processes, with a special emphasis of the experience and insights into the use of challenge-based methodology—placing real local challenges at the center of learning and innovation, with the aim to empower students, researchers, and stakeholders to co-design the solutions. The meeting contributed to mutual learning about the two projects, seeking the potential synergies between ULALABS and CEETNOVA, both of which are Erasmus+ projects rooted in the ECIU University alliance, aligning the efforts and reinforcing members and ECIU’s commitment to transformative education, research, and societal engagement through innovative, challenge-driven approaches. You can learn about the CEETNOVA project here .

The ULALABS project, running until the end of 2026, seeks to establish a network of open innovation labs across four European universities, all members of the European Consortium of Innovative Universities (ECIU). The initiative aims to foster transformative innovation policies through collaborative learning communities and shared agendas. The project's overall objective is to define a theoretical and practical framework for implementing and operating a European distributed Living Lab focused on urban challenges and climate change. This "Lab of Labs" is envisioned as a shared and interconnected R+D+I infrastructure among HEI partners, promoting transformative innovation policies and practices within and among European regions through open and collaborative Learning Communities and Shared Agendas. Below we share the Ulalalabs project first-year milestones. Key Milestones Publication of the First Position Paper: In its inaugural year, the project published its first position paper, which began co-creating the vision of a future Lab of Labs. This paper, a collaborative effort involving research and learning across the four regions and partner universities, included contributions from regional stakeholders. Work Package 2 (WP2) Achievements: Publication: The project released a comprehensive report titled "The Emerging Lab of Labs: Practices and Experiences of European Urban Experimentation Spaces." This publication, resulting from extensive baseline research, includes a literature review and findings from regional ecosystems on urban experimentation spaces. It highlights key insights from 12 case studies of diverse urban experimentation spaces across ECIU partner regions. This report provides insights into promising practices, structures, and experiences of urban experimentation spaces, their role in accelerating sustainable innovation, and their function as arenas for collaborative learning. Future Vision Development: The team co-created a shared vision for a distributed Living Lab, engaging various contexts and stakeholders. The operational vision of the ULALABS project is to articulate the diverse urban experimentation spaces emerging in the different ECIU partner regions into a distributed Living Lab centered around a vibrant learning community, focusing on sustainable urban transformations. Such a “meta-lab” can tackle shared challenges within the ECIU ecosystem in a coordinated manner, reinforcing the R+D+I infrastructures and capacities of the ECIU university and augmenting its overall impact. In the long term, the project aims to create a hybrid Distributed Living Lab aligned with the ECIU vision, focusing on urban sustainability transformations. This lab will facilitate transformative learning through non-traditional, challenge-based methodologies, fostering interconnections between existing labs and other experimentation spaces. [Read the full Future vision report] Work Package 3 (WP3) Developments:
Mutual Learning Communities: The project developed the concept of Mutual Learning Communities, emphasizing transformative learning and moving beyond conventional approaches that focus on information sharing and knowledge dissemination. The report argues for a deeper focus on learning, particularly on how to apply the results of living lab activities in new contexts and settings. By introducing concepts from adult and professional learning theories, such as Transformative Learning and Mutual Learning Communities, the project explores new pathways to scale living lab experiences. The emphasis is on understanding how knowledge and information are processed both cognitively and socially, enabling their application across different contexts. The activities of WP3 aim to consolidate these concepts and develop a shared base definition, providing the theoretical and methodological foundation for the Learning Communities Roadmap.
Local Mapping and Insights: Initial local mapping for the ULALABS learning community has advanced , providing valuable insights for cross-case learning. Work Package 4 (WP4) Developments:
Learning Toolkit Syllabus: WP4, particularly Activity 1 (A1), addresses shared challenges by creating a structured Learning Toolkit Syllabus. This syllabus equips learners with skills to tackle urban challenges, emphasizing social entrepreneurship and environmental responsibility. The first structure of the syllabus has been completed and will be tested and further developed with stakeholders and partners involved in the ULALABS pilots and learning community. The syllabus supports the transfer of local knowledge by providing a structured learning approach adaptable to diverse contexts, enabling the scaling and replication of solutions. It develops essential skills, fostering transdisciplinary collaboration, transformative learning, and problem-solving while emphasizing communication and conflict resolution. In summary, A1 of WP4 plays a critical role in advancing the ULALABS project's goals. Co-developing a Learning Toolkit Syllabus in consultation with the learning community facilitates knowledge transfer, empowers societal stakeholders, and promotes transformative innovation through a distributed Living Lab model.
Upcoming Events To share the results of the first year and the mentioned publications, the ULALABS project is organizing a webinar on Friday, 31st January. You can still register for the event [here] .

We are happy to share the report and key deliverable of our ULALABS project: the  Shared Vision Co-Definition  for a Distributed Living Lab (Lab of Labs). The development of this shared vision is a collaborative effort, involving several participative and co-creation moments, such as the Futuring workshop during our Transnational meeting in Linköping. This process will continue to evolve throughout the project, incorporating insights and lessons learned from subsequent Work Packages and concluding with the implementation of pilot projects. The operational vision of the ULALABS project is to articulate the diverse urban experimentation spaces emerging in the different ECIU partner regions into a distributed Living Lab which is centred around a vibrant learning community, focusing on sustainable urban transformations; such a “meta-lab” can tackle in a coordinated manner shared challenges within the ECIU ecosystem reinforcing the r+d+I infrastructures and capacities of the ECIU university and augmenting its overall impact. In the long term, the project aims to create a hybrid Distributed Living Lab aligned with the ECIU vision, focusing on urban sustainability transformations. This lab will facilitate transformative learning through non-traditional, challenge-based methodologies, fostering interconnections between existing labs and other experimentation spaces. You can read the full vision report here:

By Begonya Saez Tajafuerce, UAB In ULALABS we emphasize the fostering transformative learning through interpersonal and interregional Learning Communities, leveraging existing living labs' networks and experimental capacities. These communities, grounded in the concepts of Transformative Learning and Mutual Learning Communities , are envisioned as cross-regional networks of practitioners, researchers, and stakeholders who engage in shared learning processes. (…) The other central element of our approach is the acknowledgement that inclusion is a foundational aspect that should not just be an affixed buzzword. Inclusion, in its most robust and transformative sense, should not be reduced to the mere incorporation of diverse individuals into pre-existing structures based on stereotypes.  When understood through the lens of intersectional gender theory, inclusion becomes a dynamic, relational and political practices aimed at dismantling structural inequalities and reconfiguring the terms of participation, belonging, and recognition. For the ULALABS Learning Communities model, which seeks to foster equitable and sustainable collective learning processes across different European contexts, articulating inclusion in intersectional gender terms provides a vital foundation for creating socially just environments that are attentive to the complexities of lived experiences, including political complexities. In this sense, inclusion entails acknowledging that identity does not simply consist of given data, but, it rather is a “political point of departure” (Alcoff, p. 431,1988), and accordingly that individuals are situated within overlapping systems of power and disadvantage, meaning privileges, and thereby affected by a whole variety of implicit or explicit discriminatory strategies that need to be confronted and tackled in participatory contexts such as learning communities for them not to be reproduced. It is not enough to "add" women or LGBTQIA+ individuals to existing educational or organizational practices. Instead, inclusion must engage in a critical transformation of the conditions that have historically excluded from these spaces and practices certain bodies, voices and knowledges. While representation is an important starting point to avoid discrimination, inclusion in intersectional gender terms extends far beyond numeric or colorful diversity. An inclusive space or practice is not defined solely by the presence of women, migrants, racialized people, or disabled individuals. Rather, it speaks of a space and practice where diversity shapes the rules of procedure, the modes of engagement, the learning tools and dynamics, the linguistic frameworks, and the epistemological assumptions of the —each time anew— given community.  This understanding invites a shift from integration —where marginalized individuals are expected to adapt to dominant norms and thereby further marginalized in so-called participatory processes that stress neoliberal logics of exclusion (Antonucci et al., 2022)— to participatory reconfiguration, where the norms themselves undergo revision and challenge. In the context of Learning Communities, this means fostering environments where individuals and collectives standing with different positionalities, that is, occupying different politically shaped locations, make use of their capacity to create meaning. Individuals and collectives holding different power shaped identities and claiming different privileges must be welcomed in learning spaces and practices . Moreover, their situated knowledges are considered indispensable to the ongoing learning process and to the therefrom delivered results. As mentioned before, identity understood in intersectional terms does not refer to fixed biologically given attributes. Rather, it is relationally, historically and socially shaped in a process affected by privileges and power. Gender norms are contextual, and they vary across regions, generations and institutions. Furthermore, they are constantly reestablished through resistance, negotiation, and transformation. They are learned and unlearned by collective experiences, and, at the same time, they constitute learning processes. Did we get your attention? This excerpt is part of our upcoming publication, MUTUAL LEARNING COMMUNITIES: ROADMAP LEARNING(S) FROM THE ULALABS EXPERIENCE , specifically from the chapter Inclusion in Intersectional Gender Terms: A Framework for Learning Communities . In it, we delve into reflections and practical strategies—ranging from foundational practices like identifying and validating community members, to articulating shared goals, facilitating meaningful dialogue, and evaluating impact through affective and participatory methods. Stay tuned! Begonya Saez Tajafuerce is Associate Professor in the Department of Philosophy at the Autonomous University of Barcelona (UAB). Her research focuses on the definition and representation of individual and collective identity.

(English version below)
El próximo 9 de diciembre (11:00 – 13:00 h) , el CircuLab de la Universitat Autònoma de Barcelona acogerá una sesión local de ULALABS titulada “Infancia y participación en la transformación urbana inclusiva. Procesos de co-creación y diseño para repensar nuestras ciudades . ” Esta jornada busca fomentar el diálogo y la reflexión sobre el rol de la participación infantil en procesos de innovación transformativa, especialmente en el contexto de Smart Cities y ciudades sostenibles. Queremos explorar cómo los niños y niñas pueden convertirse en agentes activos en la co-creación y el diseño de espacios urbanos sostenibles, integrando aprendizajes significativos sobre sostenibilidad, tecnologías y energías renovables. Contaremos con la participación de Profesora Johana Montalvan (Universidad de Stavanger, Noruega) , quien compartirá su investigación sobre las oportunidades y desafíos para la participación infantil en entornos urbanos innovadores. También se sumarán otras voces expertas para enriquecer la conversación sobre cómo integrar a la infancia en procesos de co-creación junto con comunidades, entidades sociales y administraciones públicas. 📖 Si quieres profundizar en el trabajo de Johana, puedes consultar su tesis doctoral  aquí: https://uis.brage.unit.no/uis-xmlui/handle/11250/3213821 Regístrate aquí .   (el evento en castellano). ¡Pronto más detalles! *** On December 9th, from 11:00 to 13:00, we will hold a local ULALABS Community session at CircuLab at Universitat Autònoma de Barcelona (UAB). With the participation of Prof. Johana Montalvan (University of Stavanger, Norway), we will create a space for a dialogue and reflection on the role of child participation in transformative innovation processes within Smart Cities and sustainable urban environments. We want to explore how children can become active agents in co-creating and designing sustainable urban spaces, integrating meaningful learning about sustainability, technology, and renewable energy. Other expert voices will also join the discussion to enrich the conversation on how to integrate children into co-creation processes alongside communities, social organizations, and public administrations. 📖 If you’d like to learn more about Johanna’s work, you can read her doctoral thesis here: https://uis.brage.unit.no/uis-xmlui/handle/11250/3213821 Register here . (The event will be held in Spanish.) More details coming soon!

On May 14th, the University of Twente hosted the second Multiplier Event   in a hybrid format at  Connect-U , an innovation hub in the city of Enschede that brings together education, research, entrepreneurship, and the public sector. The program began with a welcome from Angela Rijnhart from Enschede Municipality, who highlighted the importance the region and city place on transdisciplinary collaboration in addressing today’s societal and environmental challenges and recognised the  ULALABS potential for learning from across different European regions in tackling those joint challenges. The event took place during the period of the celebrations for the 700th anniversary of Enschede’s founding. First part of the event included showcasing the results of the project a presentation and incorporation of a poster-session elements, providing the participants an overview of the progress and key outcomes. The highlight of the event, roundtable titled “Tackling Urban Challenges: How do Urban Experimentation Spaces develop learning communities?”,  served as both a reflection and a springboard. The roundtable was moderated by Wiro Kuipers and included the following participants: David Muñoz (Ajuntament de Cerdanyola del Vallès, Spain) Alfons Mias (UAB Open Labs, Spain) Torill Steinback Hoel (Nordic Edge, Stavanger, Norway) Helene Eiliott (Stavanger Kommune, Norway) Sara Malmgren (online - Ebbepark, Sweden) Maya van den Berg (DesignLab UT, Enschede) Wilja Jurg (Tetem, Twente, Netherlands) Eric Wolkotte (ChallengeLAB Twente, Netherlands) Roundtable during the multiplier event Drawing perspectives from across Europe—from Cerdanyola del Vallès to Stavanger, Linköping to Enschede—the conversation explored how living labs and other urban experimentation spaces, and transdisciplinary collaboration can foster resilient and inclusive urban learning ecosystems that can drive sustainable urban transformation. Transdisciplinary Collaboration is Essential—But Challenging One of the key messages from the event was that learning communities are not just academic constructs—they are lived experiences. Speakers emphasized the importance of moving beyond academic silos to genuinely co-create knowledge and solutions with citizens, practitioners, municipalities, and other stakeholders. Mutual respect, shared methodologies, and patient dialogue were highlighted as foundational for success, as well as a need to develop a shared vocabulary—one that embraces curiosity, encourages openness, and supports the process of unlearning established norms. Participants also stressed the need to unlearn traditional roles and assumptions, especially in academia and governance. “We’re not just talking about transdisciplinary learning—we’re doing it,” one speaker noted. “And it takes time, humility, and a willingness to unlearn.” Experiences were shared from different regions on initiatives that build bridges between academia and society, creating spaces where local challenges become shared learning opportunities. Organic Growth and Emotional Ownership Another key insight was that learning communities grow organically, driven by citizen demand and local energy. Rather than imposing top-down agendas, it is crucial to allow communities to define their own priorities. Living Labs and other experimentation spaces as Creative Translators Described as “creative translators,” living labs and other spaces can facilitate transformative learning through real-world experimentation. But there was also a call for caution: the term “living lab” risks becoming too vague if not clearly defined and rooted in practice. From Shared Vision to Urban Governance A common thread was the need for co-defining urban futures in alignment with sustainability and SDG goals. Municipalities were identified as key enablers in integrating experimentation into governance structures. Rethinking Success and Embracing Uncertainty Another key message was that success in learning communities should not be defined by whether predetermined outcomes are achieved. Instead, real learning often emerges through unexpected developments—failures, pivots, and new directions. The true measure of success lies in a community’s ability to adapt, to reflect on setbacks, and to evolve collectively over time. Distributed and Hybrid Models Are the Future Flexible, distributed living labs are emerging as scalable models for local innovation. But they need support: toolkits, platforms, and syllabuses are necessary to help replicate and adapt successful practices across regions. However, participants also cautioned against over-reliance on digital tools. Face-to-face interaction, trust-building, and experiential learning remain irreplaceable. The event concluded with an open discussion and networking session, reinforcing one of the day’s core messages: relationships drive ecosystems.   Stay connected for updates on upcoming activities, insights, and tools! In the meantime, we invite you to read more on our approach in Learning Communities, and Transformative and distributed learning here .