Learning factories (LFs) have always been defined as concepts and places for problem-solving and action-oriented learning. As artefacts, they are classified according to eight dimensions and their morphology. The authentic and realistic learning environment, consisting of genuine products, their production processes and an industry-related environment, enables students and industry representatives to develop relevant competencies and try out technologies and methods. As an infrastructure, LFs are also described in one of their morphological dimensions as research objects and at the same time as enablers of industry-related research. A review of the literature on LF concepts and visits to various LFs worldwide led to the hypothesis that an interactional and strategic idea at work in LFs has not yet been universally defined. This paper derives a literature-based use of LFs, lists its state of the art, derives the hypothesis of ambidextrous usage of LFs, substantiates this hypothesis with a survey, and verifies characteristics of ambidexterity in LFs with proposals for further research.