Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education

Author:

Galdames-Calderón Marisol1ORCID,Stavnskær Pedersen Anni2,Rodriguez-Gomez David3ORCID

Affiliation:

1. Department of Applied Pedagogy, Universitat Autonoma de Barcelona, 08193 Barcelona, Spain

2. UCN Innovation, University College of Northern Denmark, 9000 Aalborg, Denmark

3. Center of Research and Studies for Organizational Development, Universitat Autonoma de Barcelona, 08193 Barcelona, Spain

Abstract

In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.

Publisher

MDPI AG

Reference55 articles.

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