Identity-based Innovation Teaching: Empirical evidence from students’ self-reflection and the development of their own future

This paper examines the shift from process-oriented innovation teaching toward identity-based approaches in higher education. Drawing on literature on future skills, creativity, and innovation competence, it argues that traditional teaching methods—focused on tools and processes—fail to foster an innovative self-concept. Using a qualitative study of 28 students engaging in 21-day self-reflections and developing “hero profiles,” the research reveals that students primarily perceive themselves as stabilizers rather than innovators, emphasizing control, resilience, and structure over experimentation and risk-taking. While analytical and social skills are strong, a lack of experimentation limits innovation potential. The findings highlight a gap between innovation competence and identity, suggesting that sustainable innovation requires transformative learning processes that build creative self-beliefs, encourage reflection, and support the development of an adaptive, innovation-oriented identity in students.