The reform of higher education institutions and the development of pedagogy have been set as a national goal for the development of higher education and research 2030 (Digital vision 2030), also the new strategy of Karelia University of Applied Sciences (Karelia2030) has identified the transformation of work, digitalisation, population ageing and climate change as one of the main trends of change in our operating environment. The work of the future will become hybrid, where the physical and digital worlds slide into each other’s holidays. In the future, the higher education institution must act as a platform with the ability and flexibility to provide fast digital solutions and continuous competence packages in line with the needs of working life. Regardless of the sector, work tools turn into digital platforms, software services and large simulation environments. Competence and learning moves from classes to everyday work, part of the work day and workflow. This requires a new pedagogical approach as knowledge becomes attached to virtual technologies, remote control and management, innovation in virtual environments and learning in VR facilities. The development of teachers’ competence and resilience is emphasised and enables future competence and talent to develop. The aim of the project is to:  1) to develop and pilot, together with working life, a multidisciplinary pedagogical co-design model based on digital flexibility, using the term “work of the future” as the umbrella name, 2) to formulate experiments integrated with working life to create a continuous learning cooperation structure between public, private and Karelian teaching and RDI activities 3) strengthen Karelia’s proactive activities in working life interaction, in particular through accessibility of knowledge, low threshold services and easy-to-approach collaboration 4) develop teachers’ pedagogical competences based on the concept of learning ecosystems -based on the concept of learning ecosystems. 1) Teachers‘joint planning competence and new pedagogical solutions — Development of teachers’ pedagogical competence and resilience: Development teacher model and teacher-to-teacher programme and coaches2) Educational design with working life- Experiments and creation of a model in cooperation with the world of work (learning is built as part of the workflow)- eHigh School — Co-development of e-services for continuous learning in sparsely populated areas- Supporting the emergence of learning ecosystems in developing future skills and working life partnership3) New skills integrated into study periods and traineeships as a reformer of working life- Competence in hybrid work (flexible use of remote and virtual platforms as part of work)- Remote guidance for students as part of workflow — Long-term study period and internship partnerships 4. Conceptualisation and implementation of new pedagogy in working life- Renewing competence (competence requirements for future work) as part of curricula and implementation of trainings- Concepting of the collaborative design model and dissemination of good practices- Effectiveness of training and sharing of knowledgeThe project creates a multidisciplinary co-design model for the implementation of virtual/hybrid education, which enables the participation of working life in the planning process and the realisation of a learning culture based on digital flexibility. Through the operation, new and effective training products are created for the needs of working life and part of the course of teleworking. New practices will be introduced for remote counselling of students using telecontrol technology that promotes learning in traineeships. Working partners can make use of similar practices in the development of personnel’s competence, remote guidance and induction. The project will provide work organisations with information to understand the change in work and new tools for teleworking. With the help of technology experiments and coaching, the digital skills of the target group of the project have evolved to meet the requirements of future working life and hybrid work. As a result, the project will create a model for solving long-lasting and extensive problems in working life. With the development of a co-design model, Karelia is able to provide a platform for testing and developing products and services, as well as supporting competence development for working life and companies. Students’ learning will be more closely linked to these future work-related development and skills challenges through integrated learning. This will also ensure individualised, personalised learning pathways for students and a smooth transition to working life. Students’ new skills support the development of SMEs and the renewal of services. Karelia responds to this changing need of working life with the future’s work, development and investment project. The work of the future is Karel