TPLF unexpected statement

At Hamk, authentic settings are created with close collaboration with professional life, businesses and regional stakeholders providing real learning environments for students. In each study module, the objective is to integrate the development of students' skills with realistic phenomena of professional life. Teachers and students work with professional life representatives in creating projects and a problem-based learning. New knowledge is co-created, which also occur beyond study programs in multidisciplinary projects and international contexts. In addition, the four HAMK research units, support the integration of RDI (research, development, innovation) and learning.

Students are at the heart of teaching based on skill in Hamk. In practice, the property of the students and the responsibility of their learning is strengthened by involving them in the planning and evaluation of their own learning in the context of active learning methods. Students explore real life phenomena by combining theoretical knowledge with the 7th century skills practice (eg Ananiadou & Claro 2009). Learning processes include a lot of reflection by students, as reflection is important in higher education, providing deep learning (Cowan & Peacock 2017, Rogers 2001). Students are also encouraged to create personal career pathways, beyond the study programs using the expertise of the network of partners at the scale of the HAMK. Professional student growth is guided performance assessments on an annual basis, which requires students to reflect their progress and think of their future in the world of work. The study modules are flexible so that students can build a variety of learning trails and benefit from different auctions in learning based on Hamk's work.