This master thesis places itself between the development of pedagogical learning centers (PLC), the implementation of 21st century skills in a Danish school context and learning in organizations / or-ganizational knowledge creation. With the anticipated involvement of 21st century skills in teaching, focus is on students developing skills that are wanted and essential in the increasingly digitized society that they will eventually participate in as active democratic citizens. In this process, the schools' pedagogical learning centers (PLC) are central as a supporting and knowledge creating unit for both students and teachers. I therefore investigate through a combination of the generative method, LEGO Serious Play, and the action research method, Fremtidsværkstedet, in two user-initiating workshops, how PLC at Gug School can become a knowledge creating room to support the development of students’ 21st century skills. Engeström’s activity theory is used to identify contradictions in and between activity systems in the organization Gug School and is supplemented by Nonaka's theory of 'Ba' as a physical, digital and mental space for knowledge creation. The analysis of the two workshops revealed that the creation of precisely 'Ba' could make PLC a knowledge creating space to support the development of students’ 21st century skills. At the same time, the LEGO Serious Play method showed itself to be an actual mediating artifact in the development of 21st century skills.

Key words: 21st century skills, organizational learning, knowledge creation, generative methods, activity systems, ‘Ba’