Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which …

In this chapter competence-based education is studied with respect to the curriculum. It offers a review of what competence-based education entails; from the design of a competence-based curriculum (intended), to the interpretations of these curricula by stakeholders (implemented), and the actual outcomes …

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge …

Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working …