Workshops – Chain5

Workshops CHAIN5 Maia, Porto 2025

Version: October 21, 2025

Rui Carreira, Portugal:
Project/Problem -Based Learning (PBL): Learning Outcomes in level 5
After this session:

You will be able to identify PBL’s potential in your current teaching.
You will learn practical tips for involving other stakeholders (e.g. companies) in Active Learning Methods.
You will gain ideas and strategies for redesigning or reformulating your teaching to better address the students’ Learning Outcomes.
Through collaborative discussion, you will begin to establish a clear understanding of what it means for a student to be better adapted to real-world needs.

Tine Maes & Lien Pergoot, Belgium:
A basket full of internationalization – good practices for internationalization @home at VIVES
In this workshop, we will discuss the internationalization@home initiatives for our associate degree students at VIVES UAS. We have a system set up where students can pick and choose from an array of activities organized on campus or elsewhere in Belgium in order to ‘fill’ their metaphorical ‘basket’ with internationalization initiatives.
Participants will

Discover various internationalization@home initiatives
Learn about our ‘basket’-based approach
Discuss internationalization@home at their own institutions
Talk about the financial impact of internationalization and the alternatives that internationalisation@home provides

Katarzyna Olszewska, Poland:
From level 4, to level 5, to level 6″ – does it work in Poland? Europe?
Introduction, the situation in Poland, European perspective, Does it work? Recommendations Conclusion
After session participants will:

Understand how Levels 4,5 and 6 are defined within Polish Qualifications Framework (PQF) and the European Qualifications Framework (EQF)
Recognize the main challenges and opportunities related to moving from Level 4 to Level 6, including the underused potential of Level 5 qualifications
Learn from European good practices that improve permeability between vocational and academic pathways
Identify gaps in awareness, policy and employer engagement that limit the effectiveness of these pathways

Henri Ponds, The Netherlands:
International recognition of level 5 programmesThe CHAIN5 thematic group works to enhance the international recognition of EQF level 5 diplomas through reliable external quality assessments by EQAR-registered agencies. While Short Cycle Higher Education programmes already benefit from established recognition under the ENQA framework, Higher Vocational Education and Training (HVET) programmes often do not. To address this, CHAIN5 and its partners—including FIBAA, ENIC-NARIC centres, and a Slovenian vocational institution—are developing a pilot project aimed at improving the international acceptance of HVET diplomas. The project will be presented during the workshop.
Participants will be aware of:

Of the efforts of the thematic group and international partners to achieve international recognition for especially HVET-programmes.
When HVET-alumni cross borders to attend a level 6 programme in a foreign HE-institution or to enter the labour market is another country they experience less obstacles. That is the objective.

Sónia Ruão, Portugal:
The challenges of inclusive education.
After a introduction to the concepts of Inclusion and Inclusive Education, participants will reflect in groups on the questions posed. They will spend 10 minutes in each group/table and then rotate to another table with a different group and a different topic. Each table will have a key figure who will summarize what all the groups and participants who passed through that table have said. We summarize the workshop: participants will reflect on the proposals/conclusions presented for each theme with the aim of sharing opinions and practices with a view to promoting more effective inclusive practices.
After this session:

Participants will be able to define inclusive education and explain its importance in creating equal opportunities for all learners, regardless of their backgrounds or abilities.
Awareness of diversity in the classroom: Participants will recognize the various forms of diversity in the classroom, including students with disabilities, cultural differences, gender identities, and different learning needs.
Participants will identify common barriers (physical, attitudinal, pedagogical, and systemic) that hinder the effective implementation of inclusive education.
Reflect on their own practices and commit to continuous improvement in inclusivity.

Nina Spithost, The Netherlands:
Pioneering!
How teachers and education professionals can truly make a difference for pioneer students (first-generation higher education students) or students with a different background or context than UAS might be used to.
Outcomes of the session:

Experience the student perspective: Step into the shoes of a (pioneering) student and gain firsthand insight into what it feels like to navigate higher education.
Engage in meaningful conversations: Use the game as a catalyst for open and honest dialogue about diversity, inclusion, and equal opportunity.
Reflect on your own role: Identify how you – as a teacher, advisor, or policymaker – can actively contribute to the success and well-being of your students.
Gain broad applicability: Discover insights that are relevant for everyone – whether you work in an associate degree or bachelor program, or are simply involved in student support.
As participants play, they collect observations and ideas that translate into concrete actions for their own educational practice.
The goal is not to win, but to learn, to understand, and to make a difference.

Mark van der Gun & Joao Loupatty, The Netherlands:
I’m not a Robot: Automating the Repetitive Tasks with AI.
Educators spend a large share of their time on repetitive tasks: answering emails, explaining the same parts of the syllabus, or drafting feedback. This practical workshop explores how AI can serve as a practical teaching assistant by automating low-value tasks and freeing up time for real teaching or other higher cognitive tasks. We will demonstrate tools such as custom GPTs for course materials, AI-powered email drafting, and agents that support grading workflows, without neglecting the ethics.
Attendees will leave with concrete strategies and practical tool suggestions they can apply immediately in their own teaching. They will also receive a clear, no-nonsense guide to creating their own AI-helper, ready to be implemented in daily educational practice.

Terje Kolderup, Norway:
From Problem Tree to Impact: Using IMM to Address Exclusion and Develop IT Talent
Lessons from GET Academy’s approach to combining social entrepreneurship, vocational education and structured impact measurement.
After this session, participants will know more about how to:

Use problem-tree analysis to clarify which root causes of exclusion an institution can influence.
Apply IMM (Impact Measurement and Management) as a practical tool for steering towards social outcomes.
Combine vocational training with personal development and transversal skills.
Transfer lessons from GET Academy to their own context, whether in education, social impact, or labour market alignment.

Anja Johanson, Elin Dalin, Arvid Ellingsen, Ingrid Marie Aarre & Ola Nyhus, Norway:
H-VET to new Heights in Norway:
What does the reform of higher vocational education and training in Norway entail, and what do these changes mean in a European context?

Norway is undergoing a major reform in Higher Vocational Education and Training: Schools are presently allowed to offer programs at EQF level 5, but will – in the foreseeable future, be able to offer programs at EQF levels 5, 6, and 7. Another important change is that study points from H-VET will be aligned with ECTS.

How did we reach from dreams and ambitions to resolutions passed by Parliament paving a new way for H-VET in Norway? How do we translate political decisions into practical change? What impact will new opprtunities have on institutions? And how can Norwegian stakeholders cooperate with the Chain5 network to achieve our long term goal: a “Bologna Process for H-VET”.
Join us for a presentation followed by Q&As and discussion.
After this session, participants will have:

Gained deeper insight into and shared experiences related to political advocacy work.
They will also have developed a better understanding of the similarities and differences in H-VET (including organization, types of institutions, qualification frameworks, terminology, etc.) across several countries.
The workshop is not a decision-making forum, but we hope it can serve as the starting point for fruitful collaboration toward shared goals.

Anja Johanson & Elin Dalin, Norway:
ECTS, VET and level 5, 6 and 7 in Norway

Rens Rietveld & Carine Aalbers, The Netherlands:
Impactmakership in Level 5 education’
During this workshop Carine and Rens encourage participants to implement “Impactmakership’ in educational programs and learning environments in order to evolve towards impactful, futureproof, sustainable and inspirational level 5 educational programs.
After the session you will be able to:

Convert gained knowledge and experiences on impactful education into your own educational program(s).
Implement best practices in your educational programs in order to ignite futureproof ideas and solutions amongst our students.
Cocreate and enrich impactful learning environments in level 5 education.
Make impact!

Philip van den Berg & Merel Eilander, The Netherlands:
Boosting Student Success at Level 5: Connection, Participation and Progression
How can Associate degree programmes strengthen student success without losing their unique DNA — while embracing the richness and diversity of the Ad student population? In this interactive workshop, we share how extending our onboarding from two to six weeks has significantly reduced dropout rates and increased student engagement. Participants will explore the balance between structure and flexibility and design their own six-week onboarding journey. Together, we will reflect on which elements truly foster connection, ownership, and long-term success for level 5 students, and learn from each other about other ways to enhance student success in Associate degree programmes.

Lindy Prins, Philip van den Berg & Merel Eilander, The Netherlands:
Boosting Student Success at Level 5: Connection, Participation, and Progression
How can Associate degree programmes strengthen student success without losing their unique DNA — while embracing the richness and diversity of the Ad student population? In this interactive workshop, we share how extending our onboarding from two to six weeks has significantly reduced dropout rates and increased student engagement. Participants will explore the balance between structure and flexibility and design their own six-week onboarding journey. Together, we will reflect on which elements truly foster connection, ownership, and long-term success for level 5 students, and learn from each other about other ways to enhance student success in Associate degree programmes.

Jannes Peeters, Ward De Ridder & Vaya Willemen, Belgium:
Responsible AI Use in Level 5 Education: Building Critical and Language-Aware Competencies.
This workshop aims to create an international platform for dialogue and collaboration among institutions offering Level 5 education. Together, we will explore practical strategies, pedagogical models, and best practices for teaching responsible AI use to a diverse and often vulnerable student population.

Frederiek Berthier and Joachim François, Belgium:
How AI can support learning
In this session, we will share practical examples from our classes — illustrating how AI can support learning throughout the semester and how we approach communication around assessments.
From there, we’ll broaden the discussion: participants from any field are invited to contribute their perspectives, share classroom experiences, and explore together how AI can enrich teaching and learning in higher education.
Through panel conversations, we will collectively map strategies, challenges, and opportunities for integrating AI in a way that fits different contexts and subject areas.
By the end of this session, participants will:

Gain insights into concrete ways AI can be integrated into associate degree programmes.
Reflect on examples as a springboard for adaptation in their own disciplines.
Identify strategies for addressing communication and transparency around AI in assessments.
Contribute to a shared set of practices, challenges, and opportunities gathered from an international panel of lecturers.

The session aims to leave participants with both inspiration and practical ideas they can take back to their classrooms, regardless of subject area.

Anja Vanroose & Koen Vandenberghe, Belgium:
The use of rubrics in the evaluation of workplace learning
How can rubrics make workplace learning more transparent and support student growth? In this interactive workshop, we share our practical approach to using rubrics for assessment at level 5, ensuring clear learning outcomes and fostering student development from evaluation towards growth.
By the end of this session, participants will:

Learn how to use rubrics as a tool for transparent assessment and as a lever for students’ professional growth
Take away inspiration to apply rubrics more widely within their own associate degree programs

Amber Dewil, Belgium:
How to incorporate different forms of workplace learning in your programme – Inspiration from a marketing & communication programme in Flanders
At Odisee University College in Flanders, the Associate Degree in Marketing & Communication Support integrates various forms of workplace learning throughout the programme. This gradual approach helps assess students’ readiness and motivation to enter the workforce while managing a large student cohort. In this workshop, participants will explore how to implement and adapt these strategies within their own educational contexts.
By the end of this session, participants will:

Gain insight into Associate Degrees and workplace learning in Flanders
Learn how the phased approach at Odisee assesses student readiness for the labour market
Exchange ideas and explore practical ways to integrate diverse forms of workplace learning in their own programmes.

Suzanne Duff & Eline de Becker, Belgium:
From Student to Professional: Turning Learning into Practice
What transforms a student into a confident young professional? In this workshop, we will explore how mentoring, teamwork, and industry connections guide students in developing their professional identity. We’ll share how different programme levels support this transformation and how educators can integrate these elements into their own teaching and mentoring practices.
By the end of this session, participants will:

Reflect on how mentoring, teamwork, and industry connections contribute to students’ growth into confident young professionals
Identify strategies and examples that foster professional identity at different program levels
Co-create practical ideas they can apply in their own teaching or mentoring practice

Stéphanie Pattyn, Belgium:
Reflective Learning as a Lever for Growth
Reflection is often a challenge for students—but it can become a powerful driver of personal and professional growth when structured effectively. In this workshop, participants will discover how Thomas More University implemented a phased reflective learning approach using Korthagen’s onion model. This model gives students the language and tools to analyse real experiences, understand their own actions and motivations, and use feedback constructively. Supported by authentic student voices, the session demonstrates how structured reflection helps learners develop self-awareness, resilience, and a growth mindset.
By the end of this session, participants will:

Learn how to design a step-by-step reflective learning approach that evolves with students’ readiness
Understand how to apply Korthagen’s onion model as a framework for deep reflection
Explore strategies for embedding reflection into the curriculum as a developmental tool, not just an assessment
Discover how to foster a growth mindset and help students see reflection as an opportunity for improvement
Gain inspiration from student testimonials illustrating the transformation from resistance to engagement

Véronique Leuntjes, Belgium:
Graduate 2030: Building Agile and Future-Ready Graduates
At HOGENT, we prepare students for a rapidly changing world by 2030 through future-proof curricula designed for hybrid jobs, digital transformation, and a sustainable labor market. Our approach combines constructive alignment, blended learning, labs, work-based learning, and close collaboration with industry. Students build digital literacy, AI skills, critical and intercultural competencies, and a strong professional identity. The result is an agile, inclusive, and future-oriented program that meets the real needs of tomorrow’s professionals—shaping graduates who are stronger, smarter, and more sustainable.
Outcome of the session:

Key skills for the professional of 2030
How to design future-proof curricula with MOOL and co-creation
Lessons learned: success factors and pitfalls

Lara van Peppen, Natascha Padmos & Petra Poelmans, The Netherlands:
Strengthening Level 5 Education Through Research: A Shared Exploration
Education at level 5 is a growing and dynamic part of higher education, yet it remains under-researched. This gap is a missed opportunity, as research can both strengthen level 5 programmes and provide insights valuable to other educational levels. In this workshop, participants will explore why research at level 5 matters and how collaboration can help expand and improve it nationally and internationally. Together, we will examine current research efforts, their potential impact, and what is needed to make them thrive. Through a hands-on exercise, participants will develop a research question and identify key success factors and next steps toward building a strong, connected international research community focused on level 5 education.
After this session, participants will:

Have a clearer understanding of the value and impact of research within and about level 5 education
Know how it can make teaching more evidence-informed and practice-oriented
Feel inspired to initiate or join research projects that contribute to a strong national and international level 5 research community

Reitze Keizer & Lars Blok, The Netherlands:
From Theory to Impact: Connecting students to real-world challenges.
Participants will exchange practices on how to connect students with real-world business assignments, learn from each other’s experiences, and explore how to effectively set up and manage collaborations with industry. Key topics include the role of advisory boards, practical guidelines, common pitfalls, and the value of Professional Learning Communities (PLCs) in fostering sustainable partnerships.
Participants will leave the session with:

Practical strategies
Fresh inspiration
Peer-driven insights to better connect students with the professional field.

Jeroen Hulleman, Rozemarijn van Deelen & Joost Waardenburg, The Netherlands:
Feedback culture: ‘sweat on the right back’

Jeroen Hulleman & Rozemarijn van Deelen, The Netherlands:
Sustainability Toolkit: House of sustainability
The “HOUSE for Sustainable Education” toolkit is a serious game that helps us integrate sustainability into education in a creative and playful way.
The toolkit (physical box) focuses on developing sustainable education, including by integrating the SDGs: seventeen United Nations goals to achieve a sustainable, just, and livable world by 2030. The toolkit has won a design award in the Netherlands.
After this sessions, the participants will know more about:

What is impact making for Ad
How can you integrate impact making into your curriculum.

Chantal van der Putten & Mariette Muris, The Netherlands:
Follow-up Workshop: Bridging the Gap – From Transition to Transformation
In this interactive session, we will highlight best practices of collaboration between level 5 and level 6 programmes, demonstrate how innovative coaching approaches empower students, and explore how international partnerships create new opportunities. We will also reflect on what this transformation demands from students, programmes, and institutions: which knowledge, attitudes, and skills are crucial for students to succeed at level 6, and what is required from programmes in terms of flexibility, coaching, and curricular alignment.
After this session, participants will:

Understand how to transform level 5–6 transitions into sustainable lifelong learning pathways.
Reflect on the requirements for students, programmes, and institutions, and identify first steps within their own context.
Gain insights into the knowledge, skills, and attitudes students need, alongside innovative coaching approaches that support success.
Learn from best practices and explore opportunities to strengthen progression routes through international partnerships.

Kristof Punie, Mariette Muris & Marleen Vermeire, The Netherlands:
Speeddate internationalization
The session explores different options for internationalization, offering participants a practical Playbook for Internationalization filled with examples and good practices. Through interactive sharing, participants exchange experiences and learn from one another’s approaches. The workshop concludes with a Wall of Internationalization, where everyone can showcase what they offer and what they seek, fostering new connections and opportunities for collaboration.
After this sessions, the participants will know more about:

What the possible options are of starting with internationalization
What the possible options are of developing internationalization
Getting inspired and sharing own ideas and good practices
New contacts

Annechien Langevoord & Liselotte Slagman, The Netherlands:
Level 5 & Microcredentials, a good idea? From a Dutch perspective
In this workshop, we will discuss the national qualityframeworks for the development of microcredentials. In addition, we will use our own practical experience in level 5 education to discuss the value and quality of microcredentials from different perspectives: the professional, the educational institution, and the field of work.
After this sessions, the participants will:

learn about the Dutch perspective on Microcredentials
learn about the UASA perspective on Microcredentials
gain insight into the value and quality of microcredentials
be discussing the possibility of turning one’s own level 5 education into Microcredentials, from different perspectives: the professional, the educational institution, and the field of work

Justus Sturkenboom, The Netherlands:
Unlock the Power of Visual Thinking – Transform Your Classroom with Innovative Methodologies
This workshop offers an exploration of visual methodologies that help organize information, simplify complex ideas, and share insights with others. During this hands-on session, you will learn the basics of visual thinking and can try out various methods. These techniques are not only fun to use but also practically applicable, within the classroom and beyond.
After this sessions, the participants will know more about how:

How visual thinking contributes to better information organization and the simplification of complex concepts
Discover methods that you can immediately implement in your own teaching practice and other professional environments
Try out a few different visual techniques and experience how they can assist you in research, reflection, and planning.

Signe Vaičulena & Janis Supe, Latvia:
Internships online – is it possible and how does it work?
In many level 5 study programs, internships are important part of the curriculum. We will present and discuss the model for organizing internships online, without need to attend the internship company in presence.
After this session, the participants will know more about:

Challenges and positive outcomes in organizing internships online;
How to structure and how to organize internships online;
How to support all stakeholders involved during online internships;
How to communicate with internship organizations in a more efficient way.