Summary
The ReGen-project is an international exchange program focused on regenerative agriculture. Students from the Netherlands, Romania, and Italy work together on a local case study, tackling assignments and workshops to create a solution or final product for their client. However, this project’s true purpose lies beyond the final deliverable – it aims to foster collaboration among young people from different backgrounds as they address societal challenges. This article highlights the importance of a shift in education, where the focus is not on the end product but on the students’ development throughout the process.
Addressing a Local Challenge: How to Build Community on a Farm
Since July, Dutch students have been working on a challenge posed by Simone, a dairy farmer in Horssen. Inspired by her travels, where she saw the social role community farms can play, Simone is interested in creating a sense of community on her own farm. She wants to know how to attract and retain volunteers and how to organize this effort effectively.
During the October hackathon, Simone’s question took center stage. Through tasks and workshops, the students worked on answering the who, what, where, why, how, and when, enabling them to deliver a tangible outcome for Simone. The workshops also taught students practical skills in sustainable entrepreneurship and teamwork.

The students meet farmer Simone and get acquainted with her challenge.

The Success of Interdisciplinary Collaboration
The hackathon demonstrated the power of interdisciplinary and multilevel teamwork. The Dutch team consisted of six students from different educational backgrounds and institutions (Radboud University, MBO Yuverta, and Van Hall Larenstein). Theoretical students contributed by thinking abstractly about the concept of community for Simone, delving into the importance of building such a community on her farm. Practical students, meanwhile, raised critical questions: how can we turn these abstract ideas into actionable steps? What does Simone actually need to do to create social cohesion on her farm, and how can we ensure this is implemented sustainably?
The project underscores the equal value of both educational paths and both types of students—neither is superior, and they complement each other perfectly. This collaboration encourages broader thinking and creativity by combining diverse perspectives. This creativity leads to innovative solutions, as everyone is challenged to think “outside their box.”
“I found the collaboration between the different levels enjoyable. You gain a broader range of information and can learn and apply specific skills from each other.” — participant and student at MBO Yuverta
Picture: the students working outside in the forest to stimulate creativity

Focusing on the Student Process
A key aspect of the ReGen project is its emphasis on the process rather than the final product. While students acquired new skills in sustainable entrepreneurship, the core impact lay in their personal development. Before the hackathon, participants created an avatar representing their skills and the role they take in a team. During the hackathon, participants reflected on their avatar and how it developed.
“The various theories we covered, such as team roles, different ways of collaborating, and understanding diverse perspectives, gave me deeper insight into others. These methods contributed to our impressive final result.” — Participant and student at MBO Yuverta
Each hackathon day concluded with a reflection session, beginning with fundamental questions: how do you reflect, and what do you reflect on? Reflecting is often expected of students, but for many, it feels obligatory and does not lead to deeper insight. By reflecting daily in various ways—both individually and as a group—students developed a deeper, more meaningful reflection process. They explored questions like: Who am I as a person? What strengths do I bring? How can I utilize these in my work? What are my personal ambitions, and what vision do I have for my future? The project week showed that everyone reflects in their unique way, and that deep reflection requires time, trust, and appropriate guidance.
“Besides being very enjoyable, the hackathon was an eye-opener. Everyone has their unique vision and outlook on life, prompting me to think about my own stance. What do I want in the future? It was an eye-opener for me to consider my goals.” — Participant and student at MBO Yuverta
Opportunities for Education
The ReGen project reflects the multilevel collaboration students will encounter in their future careers, though this model is not yet widespread in education. The current educational system is compartmentalized, with students typically working within their own institutions and fields of study. Therefore, it is crucial for the education system to shift, enabling genuine multilevel and interdisciplinary collaboration.
Additionally, the educational system often focuses on delivering a final product, often evaluated with a grade. The ReGen project, however, demonstrates that centering the process, personal development, and collaboration actually enhances the final product’s quality without explicitly focusing on it. Consequently, Picture: the students working to turn abstract answers into
concrete ideas.
students leave not only with a sense of accomplishment for Simone but also with valuable growth as young professionals.
“I was particularly struck by how well the six students complemented each other, each bringing their unique background.” The systems thinking the university brings is practically applied by Yuverta students. “You must quickly shift from the abstract to actionable steps to make a difference for farmers—only tangible results lead to real progress.” — Sjaak de Beer, project coordinator

Conclusion
The ReGen project showcases how education can contribute to addressing societal issues by bringing together students from diverse backgrounds and educational levels. By combining theoretical and practical students, a range of skills is utilized, fostering creative solutions beyond conventional educational boundaries. This experience demonstrates that collaboration across different educational institutions not only leads to creative and innovative solutions but also supports personal growth. When students focus on their journey rather than solely on a final product, they gain insights into their strengths and have the opportunity to think about applying these skills in their future. This reflective and personal approach proves that an impactful result can emerge when the process itself takes center stage.