Abstracts

Challenge-Based Learning: Factors Contributing to Student Succes Challenge-Based Learning (CBL) in higher education provides students with an educational approach that links academic concepts to real-world problems, fostering critical thinking, creativity, and teamwork. By engaging students in meani...

THEORETICAL BACKGROUND AND RATIONALE The relatively recent introduction of Challenge Based Learning (CBL) approaches (Gallagher & Savage, 2023) shows promise in providing authentic problems (Stanton & McCaffrey, 2010) within the context of authentic learning environments (ALEs). In authentic learnin...

Gaining more and more popularity, challenge-based learning (CBL) is a teaching approach that uses co-creation between an array of academic and external stakeholders to enable self-directed learning for students. CBL usually involves students from different disciplines working together in teams to ad...

One of the remarkable features of innovative learning environments is solving complex, open-ended problems in collaborative teams of students from different disciplines and stakeholders from various backgrounds. Multidisciplinary teamwork is evidenced to have positive impacts on students’ skills d...

Introduction Within Challenge-based Learning (CBL) students engage in open challenges while working in interdisciplinary teams. In these teams, students frequently face different triggers, such as competing goals, the lack of shared mental models or the lack of ability to narrow down a challenge [1,...

CBL course and students' skill development Background and Context The Challenge-based Learning (CBL) course "Projectrealisation: TUHH Goes Circular", focused on circularity in the office furniture sector and took place in the summer semester of 2024 at the Hamburg University of Technology (TUHH). St...

Exploring characteristics and transition challenges in challenge-based learning: A study of upper secondary and higher STEM education. This study explores the characteristics of Challenge-Based Learning (CBL) in secondary and higher STEM education settings in the Netherlands with the aim to uncover ...

One of the main features of Challenge-Based Learning (CBL) is that the Challenge Provider (CP) is an actor external to the teaching setting. Often, this actor belongs to a different organisation becoming what we refer to as an external stakeholder. In the context of higher education institutions, we...

Extended abstract In today's rapidly evolving world, societies face complex challenges that span environmental, social, and economic dimensions, as framed by the Sustainable Development Goals (SDGs) (UNESCO, 2020). These global goals provide a framework for addressing urgent sustainability issues, a...

Theoretical and educational significance: Dealing with complex global challenges related to sustainable development requires problem-solving competences (Wiek et al., 2011). Effective problem-solving involves identifying and defining the problem, planning a solution strategy by organizing prior know...

Challenges and solutions in multiple stakeholder engagement in CBL Overall relevance to the CBL domain As CBL-driven curricula expands at many universities in Europe, the number of external partners involved also increases. Collaborating with multiple external stakeholders asks for careful thought a...

Learning Together in CBL is a research project aimed at studying the epistemological perspectives of students, teachers and stakeholders in a collaborative process in challenge based learning. Epistemic perspectives encompass views on the nature of knowledge, the reliability of sources of informatio...

Background: In Challenge-Based Learning (CBL), real-world, open-ended challenges drive student learning (Doulougeri et al., 2024), with feedback playing a vital role in helping students recognize key learning moments in the learning trajectory (Martin et al., 2024) and thus improving the quality of ...