Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents

Author:

van den Beemt Antoine1ORCID,Vázquez-Villegas Patricia2ORCID,Gómez Puente Sonia1,O’Riordan Fiona3ORCID,Gormley Clare3ORCID,Chiang Feng-Kuang4ORCID,Leng Chuntao5,Caratozzolo Patricia2ORCID,Zavala Genaro26ORCID,Membrillo-Hernández Jorge2ORCID

Affiliation:

1. Eindhoven School of Education, Eindhoven University of Technology, P.O. Box 513, 5600 MB Eindhoven, The Netherlands

2. Institute for the Future of Education and School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, Mexico

3. Teaching Enhancement Unit, Dublin City University, D09 DX63 Dublin, Ireland

4. Center for Future Education, School of Education, Shanghai Jiao Tong University, Shanghai 200030, China

5. Student Innovation Center, Shanghai Jiao Tong University, Shanghai 200030, China

6. School of Engineering, Universidad Andres Bello, Santiago 7500973, Chile

Abstract

Teaching by subjects and contents where students passively receive knowledge is increasingly obsolete. Universities are opting for teaching strategies supporting skills development to face the labor, social, environmental, and economic conditions afflicting us. Employers demand increasingly complex skills; universities have identified experiential learning as giving access to real situations and learning by doing. One of the most advanced strategies is Challenge-Based Learning (CBL). Through real problem situations, faculty and students collaborate to solve an established challenge, with or without external stakeholders. This educational advancement has been global and is developing graduates with international skills, which ensures a world-class standard. Here we report a global study carried out in universities from three different continents, and we analyze the implementations of CBL in educational programs through cases in Mexico, The Netherlands, Ireland, and China. Developing skills and competencies is evident, and CBL is a viable way to ensure the success of Higher Education graduates. Obstacles in the transformation of faculty towards CBL are a similar fence in all cases. For CBL, the path needs to be explored, as it is on the frontline of educational developments that can be most helpful for developing a new paradigm in education.

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Reference85 articles.

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