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In Hamk, authentic scenarios are created with close collaboration with work life, companies and regional agents that provide real-life learning environments for students. In each study module, the objective is to integrate the development of students' competencies with the phenomena of realistic work life. Teachers and students work together with the representatives of working life and in the creation of projects and problem-based learning. The new knowledge is co-created, which also happens beyond the study programs in multidisciplinary projects and in international contexts. In addition, the four HAMK research units, support the integration of RDI (research, development, innovation) and learning.

Students are central in skills based on Hamk. In practice, ownership and responsibility for their learning students are strengthened through their participation in the planning and evaluation of their own learning as part of active learning methods. Students explore the phenomena of real life through the combination of theoretical knowledge with practice 21st century skills (for example Ananiado & Claro 2009). Learning processes include a lot of reflection on the part of students, since reflection is important in higher education, providing deep learning (Cowan and Peacock 2017, Rogers 2001). Students are also encouraged to create personal careers, beyond the study programs that use the network of partner network throughout Hamk. The professional growth of students is guided with performance evaluations on an annual basis, which requires students to reflect their progress and think about their future in the world of work. Study modules are flexible for students to build a variety of roads and benefit from different learning-based learning from Hamk's work-based learning