This study addresses the need for pedagogical practices supporting learning andimplementation of the ISO 56002:2019 Innovation Management Systemstandard (ISO 56002). Adopting an abductive research approach, the studyiterated between empirical data and theory to develop DCAP (Do–Check–Act–Plan) as an integration of pedagogical and learning dimensions at an individual,team, and organizational level. Using a multiple-case research design, empiricaldata were collected from organizations engaged in innovation management system development. The findings indicate that DCAP functions as apedagogical and operational structure that helps people interpret, enact, andexpand their learning of the ISO 56002 in practice, and serves as a complementto the PDCA (Plan–Do–Check–Act) approach. The study contributes empiricalinsight into how learning processes support the enactment of ISO-basedInnovation Management frameworks. Limitations and future research arediscussed.