Abstract: The integration of emerging technologies and evolving educational paradigms has given rise to a “new normal” in teacher education, prompting a redefinition of the role of educational laboratories. This study examines how educational labs transition from being technology-driven spaces to platforms for practice-based innovation. Through four focal dimensions—technological advancement, conceptual shifts, new construction models, and practical challenges—we explore the evolving functions of labs within this context. Anchored in a holistic “teaching–learning–training–research” framework, we propose a typology and a data-driven model for educational laboratories. This model provides practical guidance for designing and implementing labs that support authentic innovation in the digital age, ensuring that technological advancements are effectively translated into meaningful educational practices.