This position paper suggests digital development of the Change Laboratory (CL), a third-generation, activity theo-retical, educational participatory methodology. Moreover, it provides a blueprint of developing educational meth-odology through acknowledging and building upon methodologies foundational assumptions. Examples are givenof the CL in contemporary educational research, where the methodology is seeing continued use for developmentof educational work practice. This is followed by a principled argument for the development of the Digital ChangeLaboratory. By using both synchronous and asynchronous digital technologies, the Digital Change Laboratory maygive educational researchers additional pragmatic, collaborative, and participative-focused research tools that specifi-cally enable collaborative engagements between research and practice to cross the boundaries of time and space. Theunique contribution of the paper is a conceptual development of the CL methodology, which is of importance consid-ering that publications using the methodology with digital technologies for collaboration are hard to find. Moreover,the contribution is to educational research methodology in general, where there may be an increasing need to crossthe boundaries of time and space to meet future societal challenges via digital technologies.