This article presents a practical approach on how to develop and explore an
educational design combining Triple Helix theory and Educational Action Research
for support of student learning and innovation activities in interaction with various
actors. The design, termed EARTH, organizes systemic interactions between selected
sectoral actors at the level of individuals in a context of innovative learning.
Educational Action Research and Triple Helix theory share common principles
seeking to generate change through collaboration, co-creation, equality, voluntarism,
communication, and consensus-making between various actors. This creates a
productive framework for supporting students’ innovation activities and learning
experiences, educational research, and organizational development. The EARTH
design provides a basis for open innovation projects between students, teachers,
researchers, and external partners from different sectors. Research data indicate that
Triple Helix dynamics of substitution support students’ competence and project
developments. The design generates real-world innovation and entrepreneurship
experiences for the students through mastery, social change, and vicarious learning.
Furthermore, student teams organize self-initiated project interactions with diverse
sectoral actors. The principles of Educational Action Research and Triple Helix are
ideals that may be difficult to align due to asymmetries between involved partners
unless such structural deficiencies are mutually addressed. This may be corrected by
reorganizing the relations between Triple Helix spaces of knowledge, innovation, and
consensus. The article concludes with a discussion of combining Educational Action
Research with Triple Helix theory and some general perspectives for future
developments of the EARTH design.

• Educational Action Research and Triple Helix principles in entrepreneurship education: introducing the EARTH design to explore individuals in Triple Helix collaboration