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
Piloting international student challenges: results on students’ perspective
Building effective student teams in problem-based learning
Indoor temperature simulation of a district-heated school building to create demand response capability
Approach to organizational culture change at HAMK Design Factory
University-industry collaboration through problem-based learning
Problem-based learning framework to boost agricultural productivity in Sub-Saharan Africa
Advancing open distance learning in Sub-Saharan Africa through teacher training
Professional training on problem-based learning for East and Southern African university teachers: Lessons learned
Design thinking in HAMK Design Factory
Application of problem-based learning in higher education in soil and climate change studies in Sub-Saharan Africa
Challenges of using problem-based learning in Africa’s higher education institutes and the way forward
Introducing problem-based learning to teach dairy production in Zambia for the first time: A teacher’s perspective
Evaluating situation of life with the 3X10D survey – How reliable is the assessment?
Vocational Student Teachers’ Perspectives of Pedagogical Infrastructure Components of First Aid Simulation Games
