Project Portfolio |
1. Global Education
About Global Education
Global education is always a collaborative process, with ownership of the process resting with the experts in the partner country. As an educator dedicated to global education, I frequently address the challenges and opportunities that come with transnational education, educational reforms, leadership development, teacher training, and collaborative research.
In the field of transnational education, I co-create competence-based curricula and student-centered teaching methods making education accessible across borders through online platforms and regional partnerships.
My work in education reforms involves advocating for policies that promote inclusive, equitable, and high-quality education. This often means rethinking current educational frameworks to accommodate diverse learning needs, foster global citizenship, and tackle inequalities in access to education.
In leadership training, I focus on developing future education leaders who can effectively navigate transforming learning environments. I design leadership programs that emphasize innovation, critical thinking, and ethical decision-making within a global context.
Teacher education is a crucial part of my role. I ensure that educators are feel valued, are prepared to teach in various settings, and can effectively use technology in teaching and supporting students' personalised learning.
Finally, in collaborative research, I work with colleagues around the world to produce research that addresses global education challenges, sharing insights and practices across different regions to improve educational outcomes for all students. However, many of my reports on global education are distributed only to partners and are not made available to the public.
Global education is always a collaborative process, with ownership of the process resting with the experts in the partner country. As an educator dedicated to global education, I frequently address the challenges and opportunities that come with transnational education, educational reforms, leadership development, teacher training, and collaborative research.
In the field of transnational education, I co-create competence-based curricula and student-centered teaching methods making education accessible across borders through online platforms and regional partnerships.
My work in education reforms involves advocating for policies that promote inclusive, equitable, and high-quality education. This often means rethinking current educational frameworks to accommodate diverse learning needs, foster global citizenship, and tackle inequalities in access to education.
In leadership training, I focus on developing future education leaders who can effectively navigate transforming learning environments. I design leadership programs that emphasize innovation, critical thinking, and ethical decision-making within a global context.
Teacher education is a crucial part of my role. I ensure that educators are feel valued, are prepared to teach in various settings, and can effectively use technology in teaching and supporting students' personalised learning.
Finally, in collaborative research, I work with colleagues around the world to produce research that addresses global education challenges, sharing insights and practices across different regions to improve educational outcomes for all students. However, many of my reports on global education are distributed only to partners and are not made available to the public.
Technical Support Cooperation to School Education Sector in Nepal
Period: 2023-2027
Organisations: The Government of Nepal, Ministry of Finance, The Government of Finland, Ministry of Foreign Affairs, University of Helsinki (Coordinator), Häme University of Applied Sciences (Partner), network of universities and higher education institutions.
Funder: Ministry for Foreign Affairs of
Finland, European Union
Summary of activities: The education sector cooperation between Finland and Nepal aims to support the improvement of teachers
education, including pre-and in-sevice teacher training. The process includes
teacher training courses and materials, study visits and exchanges, educational research and online support.
Role: Short-Term Expert (2024-2025)
Note: The publications are intended for the partners and the funder only.
Organisations: The Government of Nepal, Ministry of Finance, The Government of Finland, Ministry of Foreign Affairs, University of Helsinki (Coordinator), Häme University of Applied Sciences (Partner), network of universities and higher education institutions.
Funder: Ministry for Foreign Affairs of
Finland, European Union
Summary of activities: The education sector cooperation between Finland and Nepal aims to support the improvement of teachers
education, including pre-and in-sevice teacher training. The process includes
teacher training courses and materials, study visits and exchanges, educational research and online support.
Role: Short-Term Expert (2024-2025)
Note: The publications are intended for the partners and the funder only.
Photo: Dmytro Kosmenko, Adobe Stock
Assam Skills University Project in India
Period: 2024-2026
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities from Assam, India.
Funder: Asian Development Bank (ADB)
Summary of activities: Leadership, curricula, digitalisation and faculty development in higher education modernisation
Role: Expert
Note: The publications are intended for the partners and the funder only.
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities from Assam, India.
Funder: Asian Development Bank (ADB)
Summary of activities: Leadership, curricula, digitalisation and faculty development in higher education modernisation
Role: Expert
Note: The publications are intended for the partners and the funder only.
Photo: Standret Freepik.co CC 0
Caribbean Teacher Training and Mentoring Programme
Period: 2023-2024
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities and educational institutions from Guyana, Jamaica and Suriname.
Funder: Inter-America Development Bank (IDB)
Summary of activities: Teacher education programme on digital pedagogy and learner-centred teaching and learning.
Role: Key Expert, Team Lead
Note: The publications are intended for the partners and the funder only.
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), Network of universities and educational institutions from Guyana, Jamaica and Suriname.
Funder: Inter-America Development Bank (IDB)
Summary of activities: Teacher education programme on digital pedagogy and learner-centred teaching and learning.
Role: Key Expert, Team Lead
Note: The publications are intended for the partners and the funder only.
Photo: Katerina Holmes, Pexels CC 0
Education Modernization Brazil, Colombia, Europe - The New Era of Digital Higher Education Cooperation (EMBRACE)
Period: 2023-2026
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Co-Founder, Key Expert
Project Website:
https://embrace.edu.co
HAMK Introduction:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Organisations: Häme University of Applied Sciences (HAMK), Network of universities from Portugal, Colombia and Brazil.
Funder: Erasmus+ Capacity Building in Higher Education
Summary of activities:
The aim of the project is to develop the digital and pedagogical competence of higher education teachers to plan, implement and evaluate learner-centred and competence-based online education.
The collaboration focuses on research and development of partner organisations based on online learning, especially in the following areas: teachers' digital and pedagogical competence, home-internalisation and language skills, collaboration of educational management and teachers, responsive work-life collaboration and inclusive community involvement.
Role: Co-Founder, Key Expert
Project Website:
https://embrace.edu.co
HAMK Introduction:
https://www.hamk.fi/projektit/www-hamk-fi-embrace
Photo: Kick-off meeting 2023, EMBRACE-project (C)
The Reform of Initial Teacher Education System of Kazakhstan
Period: 1.) 2020-2023 and 2.) 2023-2024
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), The Ministry of Education and Science of Kazakhstan, Autonomous Organization of Education Nazarbayev University (AOE NU),
Funder: International Bank for Reconstruction and Development (IBRD, World Bank).
Summary of activities: The 26-month long project is part of Kazakhstan’s Education Modernization Project including stages starting from legislative review and analysis of current practices in initial teacher education, international benchmarking, co-desigining the content and form of initial teacher education, curricula revisioning, and faculty development, piloting and training in the beneficiary universities. Training is provided on teachers' digital competencies as a specific theme.
Role: Key Expert
Note: The publications are intended for the partners and the funder only.
HAMK Tutkimus / HAMK Research: Kazakstanin koulutusjärjestelmän uudistaminen (22.2. 2023)
HAMK and partners to support Kazakhstan’s reform of initial teacher education (2.2. 2021)
Organisations: Häme University of Applied Sciences (HAMK), Jyväskylä University of Applied Sciences (JAMK), The Ministry of Education and Science of Kazakhstan, Autonomous Organization of Education Nazarbayev University (AOE NU),
Funder: International Bank for Reconstruction and Development (IBRD, World Bank).
Summary of activities: The 26-month long project is part of Kazakhstan’s Education Modernization Project including stages starting from legislative review and analysis of current practices in initial teacher education, international benchmarking, co-desigining the content and form of initial teacher education, curricula revisioning, and faculty development, piloting and training in the beneficiary universities. Training is provided on teachers' digital competencies as a specific theme.
Role: Key Expert
Note: The publications are intended for the partners and the funder only.
HAMK Tutkimus / HAMK Research: Kazakstanin koulutusjärjestelmän uudistaminen (22.2. 2023)
HAMK and partners to support Kazakhstan’s reform of initial teacher education (2.2. 2021)
Photo: Акимхан Бозтай Pixabay CC 0
Education Reform and Development Programme for TVET Managers from the Dominican Republic
Period: 2018-2021
Organisations: Häme University of Applied Sciences and its governmental customer organizations from Dominican Republic
Summary of activities: The programme aims to enhance educational managers’ and pedagogical developers' competence in nationwide vocational education reform. The programme includes 1) development of competence-based curriculum, 2) student assessment, 3) digital and physical learning environments, 4) co-operation between educational institutions and the world of work, 5) professional teacher education, 6) digital competence development of educators and students and 7) development of supervising and leadership model for INFOTEP. The project produces the renewed pedagogical model for INFOTEP and support research-based development of national teacher education system.
Role: Co-Founder, Project Manager
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Crousset, J. R. (2021, November 24-26). Finnish-Dominican Education Programme for Managers Developing Competences for Industry 4.0. Paper presented at EAPRIL 2021 Conference "Learning in the Age of Industry 4.0".
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Paredes Crousset, J. R. (2020). Co-Design of Transnational Education between the Dominican Republic and Finland. HAMK Unlimited Journal 29.10. 2020.
INFOTEP. (2020). Modelo Pedagógico para La Formación Technico Profesional. Basando En El Enfoque Finlandés. Santo Domingo: INFOTEP Publicación. ISBN: 978-9945-9216-0-1.
Ryymin, E. (2020, February 17). Celebration of Successful Collaboration in Santo Domingo. [Blog post]. Retrieved from: www.hamk.fi/2020/hamk-edu-and-global-education-celebrate-successful-co-operation-in-the-dominican-republic
The Showcase blog of the Dominican development projects in Spanish:
https://blog.hamk.fi/infotep
INFOTEP presenta su nuevo Modelo Pedagógico centrado en el participante (INFOTEP 5.2. 2020).
Infotep hará panel este viernes con expertos en ciencias de Finlandia (Diario Libre 28.11. 2018)
INFOTEP impulsa nuevos paradigmas en proceso enseñanza-aprendizaje para garantizar calidad de egresados (INFOTEP 30.11. 2018)
Organisations: Häme University of Applied Sciences and its governmental customer organizations from Dominican Republic
Summary of activities: The programme aims to enhance educational managers’ and pedagogical developers' competence in nationwide vocational education reform. The programme includes 1) development of competence-based curriculum, 2) student assessment, 3) digital and physical learning environments, 4) co-operation between educational institutions and the world of work, 5) professional teacher education, 6) digital competence development of educators and students and 7) development of supervising and leadership model for INFOTEP. The project produces the renewed pedagogical model for INFOTEP and support research-based development of national teacher education system.
Role: Co-Founder, Project Manager
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Crousset, J. R. (2021, November 24-26). Finnish-Dominican Education Programme for Managers Developing Competences for Industry 4.0. Paper presented at EAPRIL 2021 Conference "Learning in the Age of Industry 4.0".
Ryymin, E., Lilja, t., Tuominen, P., Niskanen, N. Corporan, M. & Paredes Crousset, J. R. (2020). Co-Design of Transnational Education between the Dominican Republic and Finland. HAMK Unlimited Journal 29.10. 2020.
INFOTEP. (2020). Modelo Pedagógico para La Formación Technico Profesional. Basando En El Enfoque Finlandés. Santo Domingo: INFOTEP Publicación. ISBN: 978-9945-9216-0-1.
Ryymin, E. (2020, February 17). Celebration of Successful Collaboration in Santo Domingo. [Blog post]. Retrieved from: www.hamk.fi/2020/hamk-edu-and-global-education-celebrate-successful-co-operation-in-the-dominican-republic
The Showcase blog of the Dominican development projects in Spanish:
https://blog.hamk.fi/infotep
INFOTEP presenta su nuevo Modelo Pedagógico centrado en el participante (INFOTEP 5.2. 2020).
Infotep hará panel este viernes con expertos en ciencias de Finlandia (Diario Libre 28.11. 2018)
INFOTEP impulsa nuevos paradigmas en proceso enseñanza-aprendizaje para garantizar calidad de egresados (INFOTEP 30.11. 2018)
Photo: INFOTEP (C)
Gira Mundo Finlândia Paraíba - Professional Development Programme for Teachers from Brazil
Period: 2016-2020
Organisations: Häme University of Applied Sciences, Fundação de Apoio à Pesquisa (Fapesq) e a Secretaria de Estado da Educação (SEE), Paraíba, Brazil.
Summary of activities: The programme is a 8-months in-service training for Paraíban comprehensive, upper secondary, vocational and higher education institution teachers, organized both in Finland and in Brazil. The programme scores 12 ECTS and the themes of programme are e.g. innovative learning methods, competency-based education and digital pedagogy. The emphasis is on the regional educational development in Paraíba. There are six courses and altogether 200+ participants in the programme.
The programme activities included founding, design, implementation and assessment of the programme curriculum, the concept of pilot programmes and regional development facilitation in collaboration with Brazilian educational experts. The initiative included also social impact, effectiveness and quality indicators research, co-design of regional network as well as teacher education spinn-off programme of Paraíba.
Role: Co-Founder, Project Manager (2016-2017) and Key Expert (2018-2019).
The programme was recognized by "AFS Award for Innovation in Global Education for a Policymaker" in AFS Conference 11th of October 2018 in Budapest.
Ryymin, E. & D’Andrea, A. F. (2018). Pedagogical Goals and Practical Implementations within the Finnish-Brazilian Gira Mundo Finlândia Pilot Programme. HAMK Unlimited Scientific 14.12.2018.
Governo da Paraíba: Programa Gira Mundo Finlândia é divulgado para gestores da 1ª e 3ª GRE (in Portuguese)
Gira Mundo Finlândia Paraíba Course Blog 2016
Gira Mundo Finlândia Paraíba Open Instagram Portfolio 2016-2017
Organisations: Häme University of Applied Sciences, Fundação de Apoio à Pesquisa (Fapesq) e a Secretaria de Estado da Educação (SEE), Paraíba, Brazil.
Summary of activities: The programme is a 8-months in-service training for Paraíban comprehensive, upper secondary, vocational and higher education institution teachers, organized both in Finland and in Brazil. The programme scores 12 ECTS and the themes of programme are e.g. innovative learning methods, competency-based education and digital pedagogy. The emphasis is on the regional educational development in Paraíba. There are six courses and altogether 200+ participants in the programme.
The programme activities included founding, design, implementation and assessment of the programme curriculum, the concept of pilot programmes and regional development facilitation in collaboration with Brazilian educational experts. The initiative included also social impact, effectiveness and quality indicators research, co-design of regional network as well as teacher education spinn-off programme of Paraíba.
Role: Co-Founder, Project Manager (2016-2017) and Key Expert (2018-2019).
The programme was recognized by "AFS Award for Innovation in Global Education for a Policymaker" in AFS Conference 11th of October 2018 in Budapest.
Ryymin, E. & D’Andrea, A. F. (2018). Pedagogical Goals and Practical Implementations within the Finnish-Brazilian Gira Mundo Finlândia Pilot Programme. HAMK Unlimited Scientific 14.12.2018.
Governo da Paraíba: Programa Gira Mundo Finlândia é divulgado para gestores da 1ª e 3ª GRE (in Portuguese)
Gira Mundo Finlândia Paraíba Course Blog 2016
Gira Mundo Finlândia Paraíba Open Instagram Portfolio 2016-2017
Photo: Sara Kaloinen, HAMK (C)
The VET Teachers for the Future® -Professional Development Programme for Teachers from Brazil
Period: 2014-2017
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The programme was a 8-months long teacher in-service training organized both in Finland and Brazil scoring 30 ECTS. Altogether 120 teachers from vocational and higher education institutions graduated from the programme. The contents of the training were, for example, competence-based education, student-centered learning, digitalisation, co-operation with the world of work and regional development in Brazil. The acitivities included research-based training concept development and planning, implementing and assessing the training in co-operation with Brazilian partners.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Kunnari, I., Joyce, B. & Laurikainen, M. (2016). Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change. International Journal for Cross-Diciplinary subjects in Education, 7(2), 2755-2760. DOI: 10.20533/ijcdse.2042.6364.2016.0375
VET Teachers for the Future (video)
The Learning Moments Open Instagram Portfolio 2016
VET Teachers 2016 Course Blog
Agreement 11.8. 2016 upon educational priorities between Brazil and Finland; to enlarge "The VET Teachers for the Future” -programme into a long-standing joint venture. The Minister of Foreign Affairs of the Federative Republic of Brazil, Jose Serra, and the Minister for Foreign Affairs of Finland, Timo Soini.
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The programme was a 8-months long teacher in-service training organized both in Finland and Brazil scoring 30 ECTS. Altogether 120 teachers from vocational and higher education institutions graduated from the programme. The contents of the training were, for example, competence-based education, student-centered learning, digitalisation, co-operation with the world of work and regional development in Brazil. The acitivities included research-based training concept development and planning, implementing and assessing the training in co-operation with Brazilian partners.
Role: Co-Founder, Project Manager and Key Expert
Ryymin, E., Kunnari, I., Joyce, B. & Laurikainen, M. (2016). Networked Expertise Empowering Brazilian Teachers’ Professional Development and Pedagogical Change. International Journal for Cross-Diciplinary subjects in Education, 7(2), 2755-2760. DOI: 10.20533/ijcdse.2042.6364.2016.0375
VET Teachers for the Future (video)
The Learning Moments Open Instagram Portfolio 2016
VET Teachers 2016 Course Blog
Agreement 11.8. 2016 upon educational priorities between Brazil and Finland; to enlarge "The VET Teachers for the Future” -programme into a long-standing joint venture. The Minister of Foreign Affairs of the Federative Republic of Brazil, Jose Serra, and the Minister for Foreign Affairs of Finland, Timo Soini.
Photo: Anni Kilpelä, TAMK (C)
Ningbo Professional Development Programme for Rectors and Educational Authorities from China
Period: 2017
Organisations: Häme University of Applied Sciences and its governmental customer organizations from China
Summary of Activities: The programme was a professional development programme for rectors and educational authorities from comprehensive and secondary education of Ningbo. The programme included student-centered approach, innovatie pedagogies for student engagement and curriculum design.
Role: Key Expert
Chen, Z. & Ryymin, E. (2018). Made in China 2025 -program and its requirements for VET teachers. HAMK Unlimited Professional 21.12.2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). Inspirations of Vocational Teachers’ Education from Finland to China. HAMK Unlimited Professional 28.5. 2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). The Comparisons of Vocational Teacher Education in Finland and China. HAMK Unlimited Professional 18.5.2018.
Ryymin, E. (2018, January 27). Building Pedagogical Leadership for 21st Century Education. [Blog post]. Retrieved from: https://blog.hamk.fi/global-education/building-pedagogical-leadership-for-21st-century-education/
Organisations: Häme University of Applied Sciences and its governmental customer organizations from China
Summary of Activities: The programme was a professional development programme for rectors and educational authorities from comprehensive and secondary education of Ningbo. The programme included student-centered approach, innovatie pedagogies for student engagement and curriculum design.
Role: Key Expert
Chen, Z. & Ryymin, E. (2018). Made in China 2025 -program and its requirements for VET teachers. HAMK Unlimited Professional 21.12.2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). Inspirations of Vocational Teachers’ Education from Finland to China. HAMK Unlimited Professional 28.5. 2018.
Chen, Z., Ryymin, E. & Kunnari, I. (2018). The Comparisons of Vocational Teacher Education in Finland and China. HAMK Unlimited Professional 18.5.2018.
Ryymin, E. (2018, January 27). Building Pedagogical Leadership for 21st Century Education. [Blog post]. Retrieved from: https://blog.hamk.fi/global-education/building-pedagogical-leadership-for-21st-century-education/
Photo: Terho Aalto, HAMK (C)
Shymkent Professional Development Programme for School Managers from Kazakhstan
Period: 2017
Organisations: Häme University of Applied Sciences, Jyväskylä University of Applied Sciences and partner organizations from Kazakhstan
Summary of activities: The programme was a competence development programme for school managers from Kazakhstan and included themes of student-centered approach and pedagogy, curriculum design, educational change and pedagogical leadership.
Role: Key Expert
Какие были самые значимые результаты этой недели? (in Russia)
Finnish Education Proves its Value in Kazakhstan
Shymkent Principals Co-Learning Blog
Organisations: Häme University of Applied Sciences, Jyväskylä University of Applied Sciences and partner organizations from Kazakhstan
Summary of activities: The programme was a competence development programme for school managers from Kazakhstan and included themes of student-centered approach and pedagogy, curriculum design, educational change and pedagogical leadership.
Role: Key Expert
Какие были самые значимые результаты этой недели? (in Russia)
Finnish Education Proves its Value in Kazakhstan
Shymkent Principals Co-Learning Blog
Photo: Essi Ryymin, HAMK
FiTT - Finnish Teacher Trainer Diploma for Teacher Educators from Brazil
Period: 2017
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The aim of the programme was to develop Brazilian teacher educators' skills in innovating and implementing competence-based curriculum in Brazilian teacher in-service training context. During the FiTT -programme the participants collectively innovated a Brazilian specialization course and training concept "Brazilian Teachers for the Future" (BRAFF) for the Federal Institutes of Brazil. The goal is to scale up the course to 2000 participants in Brazil.
Role: Project Manager
The Curriculum Out of the Box – Currículo Fora da Caixa Legendado (video)
The FiTT Experience Produced the Out Of the Box Curriculum for the Future Teachers
Ministério da Educação: Professora de Cefor está em novo curso
de treinamento na Finlândia (in Portuguese)
Organisations: Häme University of Applied Sciences, Tampere University of Applied Sciences, The Brazilian National Council for Scientific and Technological Development (CNPq), Ministry of Education, Brazil
Summary of activities: The aim of the programme was to develop Brazilian teacher educators' skills in innovating and implementing competence-based curriculum in Brazilian teacher in-service training context. During the FiTT -programme the participants collectively innovated a Brazilian specialization course and training concept "Brazilian Teachers for the Future" (BRAFF) for the Federal Institutes of Brazil. The goal is to scale up the course to 2000 participants in Brazil.
Role: Project Manager
The Curriculum Out of the Box – Currículo Fora da Caixa Legendado (video)
The FiTT Experience Produced the Out Of the Box Curriculum for the Future Teachers
Ministério da Educação: Professora de Cefor está em novo curso
de treinamento na Finlândia (in Portuguese)
Photo: Julio Page, HAMK (C)
Global Education Research and Development Team
Period: 2015-2019
Organisations: Häme University of Applied Sciences (Research Centre for Professional Excellence), several national and international partner organizations
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities:
Global Education R&D -team of Häme University of Applied Sciences established research-based concepts to global education programmes and accelerated the growth of global services of HAMK. It contributed to research-based design, implementation and assessment of new training concepts, university-business partnerships, and advanced practitioner research and academic writing as a part of global education avtivites.
Role: Founder and Team Lead
Global Education Blog (2016-2022)
Global Education R&D Website
Ryymin, E., Corado, C., Friman, M., Majuri, M. & Viskari, M. (2018). Leading research and development for educational innovations.
Revista Ibero-Americana de Estudos em Educação, Araraquara, 13, Especial 1, Maio (2018), 324-336. DOI: https://doi.org/10.21723/riaee.nesp1.v13.2018
Organisations: Häme University of Applied Sciences (Research Centre for Professional Excellence), several national and international partner organizations
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities:
Global Education R&D -team of Häme University of Applied Sciences established research-based concepts to global education programmes and accelerated the growth of global services of HAMK. It contributed to research-based design, implementation and assessment of new training concepts, university-business partnerships, and advanced practitioner research and academic writing as a part of global education avtivites.
Role: Founder and Team Lead
Global Education Blog (2016-2022)
Global Education R&D Website
Ryymin, E., Corado, C., Friman, M., Majuri, M. & Viskari, M. (2018). Leading research and development for educational innovations.
Revista Ibero-Americana de Estudos em Educação, Araraquara, 13, Especial 1, Maio (2018), 324-336. DOI: https://doi.org/10.21723/riaee.nesp1.v13.2018
Picture: The research interest of Global Education R&D -team (Ryymin & Viskari, 2015)
International Professional Teacher Education Programme (IPTE)
Period: 2016
Organisation: Häme University of Applied Sciences
Summary of activities: I was responsible for the International Professional Teacher Education Programme's (60 ECTS) together with a working team. The tasks included learning process -, competency-based curriculum - and learning environment design, student guidance and lecturing and assessment. The goal was to further develop the programme on the basis of the strategy of Häme University of Applied Sciences by emphasizing digitalisation, internationalisation, openness and social sustainability.
Role: Programme Co-Manager and Tutor Teacher
Teacher Educator in charge of the themes:
Building a Learning Community 12 ects
Self-Knowledge Skills 3 ects
Dialogical Skills 3 ects
Skills in Networking in the Field of Education 3 ects
Practical Teacher Training 9 ects
Teaching in Professional Education 3 ects
Developing Personal Expertise in Pedagogy 11 ects
Personal Professional Teaching Expertise 3 ects
Skills in Research, Development and Innovation Activities 6 ects
Curriculum of the programme 2016-2017 (PDF)
Organisation: Häme University of Applied Sciences
Summary of activities: I was responsible for the International Professional Teacher Education Programme's (60 ECTS) together with a working team. The tasks included learning process -, competency-based curriculum - and learning environment design, student guidance and lecturing and assessment. The goal was to further develop the programme on the basis of the strategy of Häme University of Applied Sciences by emphasizing digitalisation, internationalisation, openness and social sustainability.
Role: Programme Co-Manager and Tutor Teacher
Teacher Educator in charge of the themes:
Building a Learning Community 12 ects
Self-Knowledge Skills 3 ects
Dialogical Skills 3 ects
Skills in Networking in the Field of Education 3 ects
Practical Teacher Training 9 ects
Teaching in Professional Education 3 ects
Developing Personal Expertise in Pedagogy 11 ects
Personal Professional Teaching Expertise 3 ects
Skills in Research, Development and Innovation Activities 6 ects
Curriculum of the programme 2016-2017 (PDF)
Photo: Ville Salminen, HAMK (C)
Training Programme for Educators from SESI and SENAI from Brazil
Period: 19.-26.10.2015
Organisations: Häme University of Applied Sciences, Finland, SESI and SENAI, Brazil
Summary of activities:
Design and implementation of the one-week training programme for teachers and educators from SESI and SENAI in Brazil, with a co-lecturer. The training included co-design of the training practices for supporting employability, social integration and work-based learning.
Role: Key Expert
Organisations: Häme University of Applied Sciences, Finland, SESI and SENAI, Brazil
Summary of activities:
Design and implementation of the one-week training programme for teachers and educators from SESI and SENAI in Brazil, with a co-lecturer. The training included co-design of the training practices for supporting employability, social integration and work-based learning.
Role: Key Expert
Photo: Essi Ryymin, HAMK
Professional Excellence in Air Traffic Controlling
Period: 2008-2011
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of novel learning methods and developing a new physical and virtual learning environment. The training of Air Traffic Control Officers (ATCOs) is based on international regulations, ensuring it meets globally recognised standards and is valid across countries. Many of the project results and contents are confidential because of the safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of novel learning methods and developing a new physical and virtual learning environment. The training of Air Traffic Control Officers (ATCOs) is based on international regulations, ensuring it meets globally recognised standards and is valid across countries. Many of the project results and contents are confidential because of the safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
Photo: Markus Haapamäki, Finavia (C)
Skyhow Start-Up for Education Export
Period: 2008-2011
Organisations: Finavia, Avia College, Tekes (Business Finland), Kinnarps Oy, Network of aviation industries and institutions
Summary of activities:
Research and development related to a Tekes-funded education export start-up "Skyhow", which provided Finnish Air Traffic Management (ATM) training for European and Middle-Eastern countries. The responsibilities included research and information gathering, training programme and product development, and new learning environment design in co-operation as an educational expert with the executive team and project management. Many of the project results and contents are confidential because of the safety and security standards of civil aviation and therefore cannot be reported.
The New Learning Environment of Avia College, Kinnarps Show Case
Screenshot from https://www.kinnarps.fi/inspiraatiota, 4.2. 2015.
Ryymin, E., Leinonen A. M, Suokas, S. ja Malinen, T. (2010). Lennonjohtokutsuu ubioppimaan! Esitys kansallisessa ITK-konferenssissa (Interaktiivinen Tietotekniikka Koulutuksessa), 22-23. huhtikuuta 2008, Hämeenlinna.
Photo: Adobe Stock (Generated with AI)
Note: In compliance with safety regulations, the sharing of photos featuring authentic Air Traffic Controllers at work is not permissible.
Note: In compliance with safety regulations, the sharing of photos featuring authentic Air Traffic Controllers at work is not permissible.
Headline photo: Ville Salminen, HAMK (C)