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As a designer I learned to critically think about what I make - and not make!.

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How do you assess 'vocation' (passion/personal interest) when we still rely on traditional grading? Is it possible to develop an objective measurement that does justice to the subjective nature of these personal inner development skills?

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In our bachelor programs at AUAS, we deal with the age group 17-23 years old; how realistic is it to teach inner development skills in an academic environment compared to the importance of life experience? What are achievable goals in this area, and to what extent should we rely on the natural development of these skills through life experience?

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How do you persuade both colleagues and students of the importance of 'soft skills' in an educational context?

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What other dilemmas may arise in the pursuit of a better understanding and 'vocation' and 'inner skills' in education? How do you ensure a balanced approach that acommodates diverse perspectives and individual needs?

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In my next workshop, I will encourage participants to go for a (long) walk in nature

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F uture - Informed

A I vs AI

I nterdisciplinary

R effective

& Heart / Hands / Mind

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Problem solver with a 'disappearing' solution

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I will organise a session with my colleges to dream about how to grade as little as possible to focus more on inner development goals for students.