In recent decades, higher education institutions have undergone a profound transformation, expanding their missions from teaching and research toward a stronger societal engagement and impact. Within this context, Dutch Universities of Applied Sciences (UASs) offer a distinctive case: since the formal introduction of research in 2001, they have developed their second (research) and third (contribution to society) missions simultaneously. This paper conceptually explores how Dutch UASs integrate education, research and professional practice through the lens of the education-research-practice triangle. Drawing on existing literature, policy documents and experiential insights from within the UAS sector, it analyses how practice-based research has become a core mechanism for connecting professional innovation, educational quality and societal relevance. The findings are structured along three axes. The research-practice axis highlights the evolution of practice-based research and the establishment of research professorships that foster Mode 2 and Mode 3 forms of knowledge production: transdisciplinary, ecosystemic and co-created with societal partners. The research-education axis examines how integrating research into curricula enhances educational quality, professionalizes teaching and supports teachers’ epistemic agency. The education-practice axis explores how capstone-style projects and authentic learning environments strengthen students’ research competence and epistemic agency, preparing them to act as adaptive professionals in complex contexts. The Dutch case demonstrates that realizing such integration requires cultural and structural change, differentiated teacher professionalization, and curricula that connect inquiry with real-world challenges. It offers internationally transferable lessons for systems seeking to operationalize the third mission and advance Mode 3 knowledge production in higher education.
