Challenge-Based Learning

Methodologically, CBL is divided into three steps:

• Involvement or introduction
  In the introduction, the learners define a major topic. This is supplemented by a challenge or a call to action.

• Investigate
  Investigating involves learners formulating further key questions, sifting through resources and gathering knowledge to better understand the topic and develop possible solutions.

• Implementation
  During implementation, they develop possible solutions, test them (e.g. using prototypes) and ask new questions. Finally, they apply their ideas, evaluate them and present the results.

The participants continuously document, share and reflect on their learning and research process.

In 2008, Apple presented a concept for high schools under the term Challenge-Based Learning, which followed a ten-year research project with schools, universities and other research institutions. Apple presents CBL as follows:

“Challenge Based Learning is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. Challenge Based Learning is collaborative and hands-on, asking students to work with peers, teachers, and experts in their communities and around the world to ask good questions, develop deeper subject area knowledge, accept and solve challenges, take action, and share their experience.” (Nichols, Cator, Torres 2016).

In recent years, this teaching approach has also spread under the same term CBL in the university context, particularly in engineering (Ruijten-Dodoiu 2022; Leijon, Gudmundsson et al. 2022). Based on learning theory and in some cases explicitly differentiated from the original technological/entrepreneurial context of Apple, it is also increasingly being used in other disciplines, not least through funding measures as part of the European Universities Initiative of the European Commission (Craciun, Kaiser et al. 2023). This still refers to a multidisciplinary approach that encourages students "to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development”. (Rådberg, Lundqvist et al. 2020).

• Christersson, C. E.; Melin, M.; Widén, P.; Ekelund, N.; Christensen; J., Lundegren, N.; Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 3(1), 1-14.

• Craciun, D.; Kaiser, F.; Kottmann, A.; Van der Meulen, B. (2023). Research for CULT Committee –The European Universities Initiative, first lessons, main challenges and perspectives, European Parliament, Policy Department for Structural and Cohesion Policies, Brussels

• Cruger, K. M. (2017). Applying challenge-based learning in the (feminist) communication classroom: Positioning students as knowledgeable change agents. Communication Teacher, 32(2), 87-101.

• Gallagher, S. E.; Savage, T. (2020): Challenge-based learning in higher education: an exploratory literature review, Teaching in Higher Education, DOI:10.1080/13562517.2020.1863354.

• Leijon, M.; Gudmundsson, P.; Staaf, P.; Christersson, C. (2022). Challenge based learning in higher education–A systematic literature review. Innovations in Education and Teaching International, 59(5), 609-618.

• Nichols, M.; Cator, K.; Torres, M. (2016). Challenge Based Learner User Guide. Redwood City, CA: Digital Promise.

• Rådberg, K.; Lundqvist, U.; Malmqvist, J.; Svensson, O.l (2020). From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?
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• Ruijten-Dodoiu, P. (2022). Vision for Challenge Based Learning. In: Stang/ Becker (ed.). Learning World University 2030. de Gruyter, 79-89.

• van den Beemt, A.; van de Watering, G.; Bots, M. (2022). Conceptualising variety in challenge-based learning in higher education: the CBL-compass. European Journal of Engineering Education, 1-18.

• Manual: Servalli, A. (2021). Weaving knowledge together. Articulating and assessing the involvement of societal actors in challenge based learning within design education. Malmö University. (PDF)

CBL has overlaps with experience-based, problem-based, research-based learning and is usually carried out as project-orientated teaching. We consider CBL to be characterised by its fundamental focus on larger complex and open-ended social challenges and the learning process as an open-ended contribution to a (partial) solution. The process is more important than the result, teachers primarily take on an accompanying role and support joint interdisciplinary research through access to knowledge and resources.