Using Experience Design to Develop an Interactive Co-Laboratory for Inner Development Goals in Social Entrepreneurship Education: A Design-Based Case Study

Abstract

Entrepreneurship education increasingly emphasizes experiential and transformative learning approaches; however, little research has yet examined how experience design may intentionally foster inner development and meaningful relational connections. This exploratory case study presents a Learnfestival as a format designed for collaboration to support social entrepreneurship in Germany and especially Saxony-Anhalt. The guiding research question is how experience design can foster meaningful connections between practicing social entrepreneurs, while impacting the inner dimensions that lead to sustainable change and collaboration. The pedagogical design integrates two complementary frameworks. The Inner Development Goals (IDG) framework provided the competence lens, emphasizing capacities such as self-awareness, critical thinking, empathy, collaboration, and responsible action. On the other hand, an Experience Design Model structured the emotional and spatial learning journey. The Learnfestival was conceived as a half-day lived experience of social entrepreneurship rather than a traditional academic conference. Each phase intentionally activated relational and reflective capacities: a “Tunnel of Challenges” installation raised emotional awareness of sustainability issues; multisensory engagement spaces fostered presence; small “home groups” supported belonging; collaborative exhibition formats encouraged dialogue and collaboration; and structured reflection moments enabled sense-making. Results from a prior Collaborative Online International Learning (COIL) program involving participants from Germany and Tanzania were presented as a focal element within the open, exploratory agenda. Approximately 70 participants, including social entrepreneurs, startups, civic initiatives, and students with entrepreneurial aspirations attended the event. The Learnfestival was evaluated through a structured participant feedback survey combining Likert-scale items and open-ended qualitative responses. Data analysis indicates high perceived engagement and meaningful interaction between participants, who emphasized the experiential and participatory character of the format as enabling authentic exchange beyond conventional networking settings. This study contributes to entrepreneurship education by operationalizing inner development through experience design and proposing the Learnfestival as a transferable set of design principles for connecting academic and entrepreneurial ecosystems. It suggests that intentionally designed emotional and spatial learning journeys may strengthen relational competencies essential for sustainable and social entrepreneurship.