The reason for the project is the need to transform learning in higher education by developing students’ skills in solving societal and economic problems. This requires design thinking, creative thinking, divergent thinking and competences in knowledge creation. The aim of integrating research and design is to generate innovation and knowledge in processes of solving complex problems. The pedagogical strategy will empower students of the humanities and other non-design disciplines to contribute to the development of innovative technologies, products and services and to introduce change in society and organizations in a societal and responsible way. Thus it will facilitate students to articulate knowledge generated in design and to generate innovative solutions. The project aims to transform teaching in higher education, and to develop respective pedagogical models of "design as inquiry". In order to gain acceptance in academia the model of "design as inquiry" is grounded epistemologically and methodologically. The project will produce teaching and learning material, define a pedagogical model of "design as inquiry" (manual/handbook), conduct field trails to transform teaching and learning at courses in higher education (solving design challenges and creating knowledge collaboratively). It will offer two Summer Schools (25 participants and 4,5 days each) and build a community-oriented web-based Innovation Platform, which will ensure distribution of results and sustainability beyond the duration of the project. Design research methods, design challenges as well as outcomes of design processes are collected and shared via the web-based platform. All outcomes will be available in English. Impact envisioned: developing key skills and competences in an innovation society such as design and divergent thinking, knowledge creation and inquiry, as well as active participation in a community.