The aim is to identify how a ‘living lab’ embedded into the curriculum of FADSS subjects can deliver experiential and authentic learning within a safe and equitable space underpinned by the principles of experimentation, exploration, collaboration, and community building.
The project draws on the work of van den Heuvel et al., (2021) that critiques how living labs can be transformative for learners and communities, integral to problem solving, ‘in the world research’, critical thinking, and individual and societal change. There is a strong social equity thread in particular how anchor (or civic) institutions can use such approaches to build community and well-being.