Abstracts

CBL teachers, are you ready to let go? Introduction Challenge-Based Learning (CBL) shares key features with other student-centered approaches, emphasizing active engagement, independence, teacher roles as coaches, and viewing knowledge as a tool. CBL offers students autonomy to create, express, and ...

ABSTRACT Rapidly evolving societal needs are pushing teachers at all levels of education to adapt their teaching methods. However, while the literature on effective teaching and learning methods constantly grows and evolves, the gap between research and practice remains significant. One step towards...

In the workshop, we will first introduce our newly developed Master's programme ‘Sustainability Transformation in Engineering and Management’ (STEM) at the Technische Hochschule Mittelhessen (THM), which will start in the winter semester 2025/26. The interdisciplinary English-language Master's p...

Enabling engineering students to work on Wicked problems: A pedagogical workshop Today's society faces complex and multifaceted challenges, often called Wicked problems (Ramley 2014, Hanstedt 2018). These problems are quite often associated with climate change and are characterized by being dynamic,...

A key element in CBL is that students become increasingly self-directed in designing and implementing their CBL projects and learning. To support this, the AIMION tool engages student teams in collaborative reflection in a playful way. The tool makes reflection and planning processes more visible, s...

Workshop objective: Challenge-based learning (CBL) is utilized by many entrepreneurship scholars as a pedagogical approach to train skills considered important for sensing, acting, and mobilizing entrepreneurial opportunities and capabilities (Steira et al., 2024). However, assessing whether student...

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...

Engineering students require competencies to navigate the inherent complexities, uncertainties and value-laden character defining Grand Societal Challenges, as captured in the Sustainable Development Goals. Accordingly, in engineering education, we should broaden the perspective beyond the developme...

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...

In the context of emerging transdisciplinarity and collaborative learning in higher education, innovative didactical concepts such as challenge-based learning (CBL) have been continuously evolving to equip future professionals for unprecedented challenges. This poster presents a new interactive onli...

In this workshop, we will share our insights in how the arts can contribute to CBL in higher engineering education and guide workshop participants in translating these to their specific CBL contexts. We have been developing and running a master course for engineering students on innovation through a...

1. Background and rationale Assessment is critical in students’ learning process, influencing not only how students engage with content but also how they develop important metacognitive skills and competences. [5] In traditional settings, assessment often focuses on measuring the result of learnin...

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...

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 stud...

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...

Introduction Challenge-based learning (CBL) distinguishes itself through active stakeholder engagement and its focus on tackling real-world, open-ended challenges. Unlike other active learning models, CBL involves students, educators, and stakeholders as co-learners (van den Beemt et al. 2023; Doulo...

Abstract Transdisciplinary Challenge-Based Learning (CBL) distinguishes itself from other CBL approaches through three key features: 1) it incorporates non-academic knowledge sources (Polk, 2015), 2) it emphasizes societal impact or transformation (Khoo, 2019), and 3) it involves societal stakeholde...

We live in a complex world amid significant transitions—such as climate change, population growth, healthcare accessibility, and digitalization. Shaping these transitions to support a sustainable future requires vision, leadership, and the ability to initiate and guide transformative processes. Th...