For several years, I led the Interaction Design program at HAN UAS. We moved beyond competence checklists and static curricula. We redesigned the learning system to keep pace with a world where problems shift faster than predefined solutions.

Working inside a larger educational organisation added real complexity. Multiple teams, interests and constraints had to move in sync. I navigated this by aligning stakeholders on shared outcomes, involving them early, and running structured feedback loops with representative groups so decisions were owned and executable.

We adopted Design-Based Learning to create an environment built for iteration. Stakeholders learned together through real projects, with continuous assessment of learning outcomes that fed the next learning needs and the next cycle.

That shift changed the role of the team. We moved from delivering fixed content to mentoring and just-in-time knowledge delivery through workshops, masterclasses, and occasional lectures.

Students received individual coaching based on progress and interests. By working on real-life projects for companies and agencies, they built portfolio pieces and professional networks during the program. We connected students with partners for internships and graduation assignments.

We kept evolving our definition of interaction design through a dynamic curriculum and a learning-by-doing lab and workshop setup. Participants explored the context before generating ideas, then made those ideas tangible through prototyping.

The program combined digital product design, service design, design futures, and design realities. Partnerships and industry-focused projects exposed students to varied topics and real-world constraints, with an emphasis on product thinking and practical application.

Semesters were shaped with professionals from the field. Workshops were designed to strengthen knowledge, skills, networks, and career readiness. We also worked toward securing third-party funding to strengthen sustainability.

With an intensive curriculum, participants learned to spot opportunities and translate new technology into meaningful, pragmatic, socially relevant concepts for everyday contexts and the near future. The work stayed speculative where it helped, and grounded where it mattered.