Embedding problem-based learning to higher education leads to various benefits
Promoting inclusion competencies of Somalian TVET teachers
A Lecturer’s Guide to AI Prompting
Engineering Bachelor students learning basic Air Traffic Control skills on an online simulator
Assessing the use of rabbit urine as an organic fertilizer in the Mbarara region, Uganda
Becoming a DBE teacher. Teachers’ understanding and needs at the beginning of the transition to design-based education
Positive trends in HAMK first-year students’ wellbeing and learning experiences
Ask, don’t tell – problem-based learning for competence-driven education in Zambia
The Significance of Teacher’s Conception of Humanity
How accurate are designers in inferring the thoughts and feelings of users?
Pedagogical development and Design Factory creation in RUN-EU
Developing climate-smart solutions in interdisciplinary and multicultural teams: Student perceptions
Learning Marketing in the MaTE Project
Facilitating mentoring in problem-based learning: Experiences from a multi-mentor model
Large classes pose a challenge for problem-based learning: Truth or myth?
Insights from the Curricula Review Process of Teacher Education in Kazakhstan
Open Badges Serve as Pathway to Become a Learning Ambassador
Scrum in Design Factory Projects
Experiencing Problem-Based Learning: Student Perspective
A Quality Management Approach to HAMK’s Guidance Plan Update
A rural community utilizing water hyacinth for double benefits
Learning Ambassador – the new role for a VET teacher
Needs for professional development: Perceptions of Tanzanian forestry experts
Experiences of collaboration: National and cross-continental perspectives from academic projects
Africa on the way to educational transformation
Heat storage capacity simulation of a school building based on time response of the heating energy reduction
From Pyrolysis to FiksuHiili
Stability of woad-based natural indigo pigmented bio-based coatings for wooden facades
Systems thinking in teaching agriculture
Design thinking meets agile development in Design Factory Project
Can water hyacinth be a game changer for domestic energy security in Lake Victoria region in western Kenya?
Sub-Saharan African university staff’s perceptions on curricula delivery methods
Understanding solar cooker’s impacts on lives of rural Zambian women
Finnish and Belgian university of applied sciences teacher students’ perspectives on active learning methods
Digital and social-emotional competences needed in the teaching profession
Interpretable Machine Learning Models: What are they and when might you need one?
The need for an educational paradigm shift in sub-Saharan Africa
HAMK Design Factory integrating data analytics research and teaching
Energy saving in a school building by fine-tuning the control-curve in the HVAC system
Building HAMK Design Factory Culture – a three-year reflection
Educational perspective for solving Zambia’s and Kenya’s dairy value chain challenges
The challenges and needs of professional teacher training
