In a context marked by organizational complexity and rapid technological change, the ability to innovate has become a key factor for competitiveness and resilience. However, innovation cannot be limited to theoretical models or managerial tools; it must be lived, experienced, and integrated into decision making processes. This paper presents the outcomes of a pedagogical experience developed in the Innovation Management courses where undergraduate students work with real organizations to identify opportunities for improvement and design innovative solutions.

The aim of the experience is to empower students as junior consultants capable of diagnosing problems and proposing contextualized innovations that add value to both internal processes and social impact. The courses are structured around a Real Project-Based Learning (RPBL) approach, complemented by the Service-Learning (SL) methodology. This dual pedagogical model positions students not just as learners, but as change agents who engage with real organizations, including businesses, research centers, and social enterprises.

The methodological framework included five phases:
(1) exploration of the organizational context,
(2) diagnosis of innovation capabilities using maturity models and service blueprints,
(3) identification of key innovation challenges,
(4) design of feasible and user-centered solutions, and
(5) validation through presentations and discussions with the organizational stakeholders.

The organizations were anonymized and represented diverse sectors, including agroindustry, food and beverage, sports services, and scientific research.

Results demonstrate that students were able to identify organizational pain points such as lack of performance indicators (OrgA-Beverages), weak interdepartmental collaboration for sustainable innovation (OrgB-Food), limited user participation in technology design (OrgC-AgriculturalScience), and outdated customer service processes (OrgD-LocalSports). Each case led to concrete proposals such as a SMART innovation dashboard, cross-functional innovation units, co-creation platforms with rural communities, and mobile applications for customer experience management.

The educational impact was also significant: students developed technical and soft skills, including systems thinking, digital solution prototyping, ethical reflection, and user empathy. Organizations benefited from actionable proposals and fresh perspectives.

The experience aligns with the principles of transformative education by integrating knowledge, action, and social responsibility. It also reaffirms the value of university-society collaboration, where applied learning becomes a tool for both professional development and organizational transformation.

Despite its success, the experience revealed several limitations: uneven access to information from some organizations, time constraints inherent to the academic calendar, and limited follow-up on the implementation of proposals. Future improvements include longitudinal tracking of project impact, interdisciplinary mentorships for advanced development, and expanded engagement with public and nonprofit organizations.

In conclusion, this model demonstrates that classrooms can serve as live laboratories for organizational innovation and civic engagement. When students innovate with and for real communities, they not only learn, they contribute.

Keywords: Service learning, project based learning, laboratory, innovation, consultancy.