This research is situated within a transformative and systemic framework of inclusive education, which shifts from simple assimilation to active participation, aiming to create dynamic educational environments that promote human flourishing and development. By fostering environments where differences are seen as resources rather than obstacles, this approach emphasizes the empowerment of all students to reach their full potential. In this context, the research specifically addresses the need for teacher professional development to equip educators with the necessary skills for implementing differentiated and inclusive teaching methods. The study focuses on the design, study, and prototyping of an innovative teacher training system using a Living Lab approach. This Living Lab serves as an open innovation environment, integrating user-driven innovation, co-creation, and collaboration among various stakeholders (researchers, educators, students, and families). The aim is to connect educational research with professional expertise and experiential knowledge, fostering the development of a digital platform dedicated to teacher training and creating a repository of inclusive best practices, arising from the intersection of educational research, professional expertise, and the experiential input of students, families, and teachers, allowing for the exchange of knowledge and experiences across educational contexts. This collaboration enables teachers to learn from one another and share effective inclusive strategies, while the synergy is designed to build a training model that aligns with the diverse needs of schools, enhancing educators' practical knowledge and providing a comprehensive understanding of inclusion from multiple perspectives. By incorporating the lived experiences of those affected by inclusion daily, the model ensures that teacher training becomes more relevant and capable of addressing the challenges and opportunities inherent in inclusive education. The paper illustrates the results of four exploratory focus groups conducted before the implementation of the Living Lab to gather teachers' perceptions, needs, and opinions regarding professional development, teaching competencies, and strategies for promoting inclusive education. The 57 voluntary participants, from four levels of the Italian education system, provided valuable insights, which were analyzed through Qualitative Thematic Analysis. The results revealed a strong consensus on the need for both methodological and relational skills in teacher professional development.

Keywords: Technological innovation, Teacher training, Focus Group, Living Lab, Active Participation.