Designing interactive industry–education learning environments: technology integration, knowledge transformation, self-efficacy, and innovation readiness

As higher education emphasizes interdisciplinary innovation, industry–education integrated instruction and interactive learning technologies have become important approaches for practical learning. Yet less is known about how such environments shape innovation readiness. This study examined whether complex knowledge transformation and self-efficacy explained the relationship between technology-integrated industry–education learning environments and innovation readiness. A quasi-experimental mixed-methods design was conducted in a university capstone course. Data included surveys, process records, performance assessments, and interviews. Because students were assigned through existing enrollment procedures rather than randomization, the findings are interpreted as relational rather than causal evidence. Results showed that the instructional model was associated with complex knowledge transformation and self-efficacy. Complex knowledge transformation was related to self-efficacy and innovation readiness. Structural modeling showed no significant direct path from the instructional model to innovation readiness, but significant indirect paths through complex knowledge transformation and self-efficacy. Multi-group analysis showed that self-efficacy was more strongly related to innovation readiness among students with higher knowledge transformation. These findings suggest that technology-integrated industry–education learning environments support innovation readiness through cognitive and psychological mechanisms. Complex knowledge transformation served as the central cognitive mechanism, while self-efficacy functioned as a psychological process grounded in prior cognitive work.