Could knowledge work practices become pervasive in formal education? Could knowledge creation pedagogies help us close the gap between graduates' knowledge work competencies and fast changing needs of the knowledge society? In this commentary, I first revisit the most notable contributions of this special issue. Then, I turn to some overarching challenges and discuss three thorny questions: 1) What is distinct to learning through knowledge creation? 2) How could we evaluate success of knowledge creation pedagogies? and 3) Are knowledge work competencies transferrable? I offer some suggestions for future lines of inquiry in response to each. I conclude this commentary by asking one provocative question: How could we help students develop competencies to work across different knowledge practices and prepare them for tackling the most complex and 'wild' challenges in today and tomorrow's world? I suggest that we need a sharper focus on epistemic qualities of practice, and to be more precise about what students need to learn about knowledge and knowing.