Extended abstract
Under conditions of uncertainty, the main task of higher education institutions is to answer the question of how to prepare students with the competencies for life so that they could be active and responsible citizens. Challenge-based learning (CBL) can be seen as a learning approach that helps students develop the skills required to solve the challenges of modern society in the context of uncertainty. At the same time, CBL brings together students, teachers, stakeholders and communities to solve real-life problems and to create a solution that is environmentally, socially and economically sustainable to achieve individual and common well-being. The CBL method at Kaunas University of Technology (KTU) has been applied since 2019. The implementation of this method has become one of the University's strategic goals. To introduce CBL into learning and teaching practice at KTU a CBL ecosystem was developed. The ecosystem of CBL includes the university's strategic vision and priorities, a structured framework for developing the competencies of teachers and other stakeholders, fostering a community of practice, integrating CBL into curricular and extracurricular study modules, and measuring its impact. The impact assessment is essential to ensure that CBL initiatives are effectively enhancing student competencies, fostering innovation, and driving real-world problem-solving skills. By systematically evaluating outcomes, university refines CBL approach, promotes continuous improvement, and demonstrates the tangible benefits of CBL for both academic and professional success. The aim of the practice poster is to share and discuss the CBL ecosystem at KTU, highlighting created values, main challenges, lessons learned, and steps for further development. The poster focuses on several important CBL ecosystems in KTU areas: • University governance: strategic visions and priorities; • Teacher competency development framework and growth of the practice community; • CBL integration: within curricular and extracurricular study modules; Impact assessment: evaluating effects on student competencies, fostering innovation and strengthening engagement with society and communities. The practice poster illustrates how and why the CBL ecosystem has been integrated into the university's strategy at the highest level of governance. It will present KTU’s CBL framework for the teacher competence development and support, including follow-up groups, practice-sharing sessions, mentoring, and the importance communities of practice. Examples of CBL application in concrete curricular and extracurricular study modules will be shared, highlighting lessons learned and best practices. The practise poster invites participants to an active discussion regarding the following questions: • Do other institutions have similar experiences, and how do they implement them? • How could the provided example be applied in other institutions? What opportunities and limitations might arise? • Is it valuable to establish such ecosystems at a regional, national, or even European level? • What prerequisites and preparations are necessary to create these ecosystems and stimulate innovative learning and teaching practices? Who would be responsible for this implementation? • How essential are communities of practice in developing and sustaining such ecosystems? What are effective ways to connect learners, educators, partner universities, and stakeholders at local, regional, and national levels? Expected outcomes: • Feedback from participants to enhance the CBL ecosystem at KTU. • Exchange of experiences and ideas for developing similar ecosystems. • Inspiring participants to systematically rethink teaching and learning practices for responsible education rather than approaching them in a fragmented way.
