The workshop opened with an in-depth exploration of teaching and learning innovations at TAMK, led by Mr. Juha Lahtinen, Head of Competence Area for Pedagogical Innovations and Culture. Participants were introduced to learner-centred pedagogies designed to prepare students not just for examinations, but for real-life problem solving.
Central to TAMK’s approach is the development of critical thinking, balancing intuitive “fast thinking” with reflective “slow thinking.” Teaching is guided by the TPACK framework, integrating technological, pedagogical, and content knowledge, and by the 3A Model—Achievement, Attract, and Access—which ensures learning objectives are met, learning remains engaging, and resources are accessible to all students.
Equally important was the emphasis on reflective teaching, where lecturers continuously evaluate and improve their practice. This culture of reflection resonated strongly with participants, particularly in the context of implementing competence-based curricula (CBC) at home institutions.
Industrial engagement emerged as a core theme throughout the programme. TAMK’s 6C Model—Collaboration, Communication, Co-creation, Co-working, Co-existing, and Common Targets—offered a practical framework for structuring effective university–industry partnerships.
These principles were further illustrated through visits to Proacademia, TAMK’s entrepreneurship programme, and Tampere Business, the regional economic development agency. Proacademia’s coaching-based and practice-based learning model demonstrated how students can develop entrepreneurial mindsets through learning-by-doing rather than traditional lecturing.
At Tampere Business, participants gained insights into how a regional ecosystem can support innovation, internationalisation, and technology transfer. Of particular relevance was the Research-to-Business (R2B) model, which enables universities to support commercialization without directly running businesses. Through structured pre-commercial funding, startup formation, and continued support via external entities such as Thumblink, Tampere has successfully bridged the gap between academic research and market application—an approach highly relevant to the Rwandan context.
A dedicated session on Women in STEM, facilitated by Senior Lecturer Elina Harju, focused on practical strategies for increasing female participation and retention in STEM fields. Discussions highlighted the importance of early role modelling, mentorship and coaching programmes, supportive institutional policies, and thoughtful programme branding.
Participants agreed that gender equity in STEM must be addressed systematically, not as an add-on. As a concrete outcome, the group committed to organizing a Gender-Responsive Pedagogy in STEM workshop for UR and RP staff under the RAWISE initiative in January 2026, ensuring that lessons learned are institutionalised and scaled.
The workshop at Tampere University of Applied Sciences and Tampere University demonstrated how innovative, learner-centred STEM pedagogy—such as Flipped Learning, Just-In-Time Teaching, and research-based assessment approaches—can significantly enhance student engagement and conceptual understanding. Flexible learning environments and reflective teaching practices were shown to be key enablers of competence-based education.
Participants concluded that successful STEM transformation requires more than curriculum reform; it depends on lecturer initiative, institutional support, and strong links with industry. Importantly, the discussions highlighted that impactful innovation is often achieved through context-driven, practical solutions, rather than disruptive change alone.
Looking ahead, the workshop reinforced the importance of gender-responsive STEM education, meaningful industry engagement, and international collaboration. The lessons learned will inform the HEP-TED project’s ongoing efforts to strengthen STEM education, empower women, and prepare graduates to contribute effectively to sustainable economic and social development.