Purpose: This paper aims to examine how pedagogical innovations in practical training facilitate professional learning among higher education (HE) students. Design/methodology/approach: Through individual and group interviews and observations, this explorative phenomenological study investigates a technological innovation in nursing education and a student-driven innovation in architectural education, which provide the background for discussion on the potential of professional development through innovative work-based learning (WBL). Findings: The findings revealed that increased involvement and engagement through innovative WBL in real-life scenarios increases students' confidence in their abilities, their critical commitment to their education and their professional knowledge. Research limitations/implications: This study is limited by the number of participants, which reduces the opportunity to compare results based on, e.g. the different roles of the students or their enrolment status. However, few studies address the students' voices in innovation processes; therefore, the results offer valuable knowledge to inform development work in HE. Practical implications: The results suggest a stronger emphasis on “scholarship of practice” to increase attention to practice and professional knowledge as a formalised part of the core tasks in HE. Originality/value: The paper showcases the importance of a learning paradigm that includes students in innovation processes and underscores the value of pedagogical innovation in WBL for students' professional development. © 2020, Emerald Publishing Limited.
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