Innovation has always been considered as a complex and multidisciplinary phenomenon. The understanding and representation of this complexity has been addressed in several works in the field of management sciences from a systemic approach that clarifies the different components of innovation and defines their interrelationships. In this work, the systemic approach to innovation has been addressed in a different complex context, which is the training of mechanical engineers in innovation and creativity. This concept can be regarded as a process involving the interaction of a set of human and material resources managed in order to develop the skills necessary for innovative projects. The main objective of this work is to test the validity of a systemic modelling of the innovation training process for engineers. To this end, the action-research methodology made it possible to experiment with the model proposed during Project-Based Learning (PBL) activities within an engineering school. The analysis of the results confirmed the hypotheses of the effectiveness of the approach adopted in stimulating innovation among engineering students. This approach divides the main process into sub-processes (the implementation process, the support process, and the management process). The contribution of this study lies in the design of a new method that could be applied by professors and students, and which could improve engineering students' ability to innovate while ensuring the professionalization and management of innovative projects.