Against the background of multifaceted societal challenges, the question of adequate future-oriented conceptualisations of education arises. Multiple stakeholders have raised demands for change and expectations of innovation in education are high. The topic turns out to be diffuse, bulky, and complex: What is innovative education? How can it be realised? These 'big questions' proved important for the participants in the inter-organisational initiative Educational Lab Carinthia. As the Lab sees itself as a regional promoter of innovation, it intends to offer new education formats and to develop innovative concepts and projects. Although the members of the Lab emotionally share the vision of 'innovative forms of education', a closer look reveals insecurities. The article describes how participatory action research (PAR) can initiate a discourse on the meanings of 'innovative education'. It reflects on both the opportunities and risks of PAR processes in these specific conditions. It explores the Lab members' experiences and provides literature-based theoretical orientation. PAR has turned out to be an approach that does not guarantee a breakthrough but strongly supports the Edu Lab's development towards a reflective education innovation system. From this point of view, the question of 'innovation in education' appears as a matter of organisational learning.