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Palestine Technical University – Kadoorie (PTUK) participated in the 19th International EuroMed Conference (EuroMed-19), held in Paphos, Cyprus, by presenting a research paper representing the FLIP-3EEE project consortium. The participation formed part of the project’s efforts to disseminate its experience internationally and exchange knowledge on flexible and practice-oriented education models that can be adapted to different contexts.
The paper was presented by Prof. Nuha Iter, FLIP-3EEE Project Coordinator, in collaboration with Prof. Dolores Sanchio and Rudi Kaufmann from the University of Applied Management in Germany. The paper was co-authored by several colleagues from partner universities, including Dr. Ghassan Shaheen from Palestine Polytechnic University and Dr. Maya Msil from the University of Applied Sciences in Slovenia.
The paper examined the Triple Learning Environments (3EEE) approach as a Palestinian model designed to strengthen the link between higher education and the labor market through three interconnected learning environments: virtual learning prior to practice, face-to-face and hands-on learning, and application in real-world contexts.
It presented the FLIP-3EEE project’s experience in redesigning and developing practical courses based on the approach, building the capacity of expert teams, utilizing digital and flipped learning environments, and effectively implementing the redesigned courses in the Palestinian context, including under unstable conditions and constraints that affected the continuity of the educational process.
The presentation generated discussion among participants on the scalability of the approach. Some participants highlighted its potential for use by higher education institutions under conventional educational conditions, while others emphasized its particular relevance in unstable and crisis contexts. They noted that its flexibility could help universities, particularly in undergraduate and advanced higher education, maintain continuity of learning and practical application despite disruptions to conventional modes of education.
The discussions highlighted the importance of viewing the 3EEE approach as an adaptable framework rather than a fixed model, allowing educational institutions to tailor it to their needs and contexts while drawing on the experience developed by the project in Palestine.
This participation forms part of the dissemination, exploitation, and sustainability strategy of the FLIP-3EEE project, which seeks to share the knowledge generated through the project with the international academic community, facilitate the exchange of expertise, and create opportunities for future partnerships and projects. It also contributes to strengthening the visibility of the Palestinian experience in international discussions on practice-oriented education, educational resilience, and aligning higher education with labor market needs.
