Applying Enquiry and Problem Based earning to Mission-oriented Innovation Policy: From Policy to Pedagogy to Teaching and Learning Practice

Mission-oriented Innovation Policy (MIP) has risen to prominence around the world. Within the European Union’s Horizon Europe FP9 programme it forms Pillar2, addressing sustainability ‘missions’ around climate, energy, mobility, food, natural resources and the environment. And yet there has been limited academic research to-date on the question of how to translate MIP into the knowledge and skills needed by multi-stakeholder practitioners to effectively work within a mission-oriented policy framework. Our paper addresses this question through the prism of Enquiry and Problem-Based Learning (EPBL). An iterative research study was undertaken comprising four elements. The first involved a literature review mapping the synergies between MIP and EPBL; the second piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. The paper makes both a scientific and practical contribution. In pedagogic scientific terms we show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within a mission-orientated innovation policy addressing sustainability challenges. For practitioners we provide recommendations for educators seeking to embed EPBL within their curriculum. We conclude by calling for external stakeholders to proactively engage with educators to co-create programmes with context specific outcomes.