Professors Marisol Galdames-Calderón and David Rodríguez-Gómez from the Department of Applied Pedagogy and the Centre for Research and Studies for Organisational Development (CRiEDO) at the Universitat Autònoma de Barcelona have published the article “Real Challenges, Real Learning: The Role of Teachers in Challenge-Based Learning” in the UAB Research Dissemination Journal.
This study explores an innovative approach to teaching and learning: Challenge-Based Learning (CBL), a methodology that places students in real-life problem-solving situations, aiming to develop critical skills such as creative thinking, problem-solving, and teamwork.
But what role do teachers play in this learning model? This is the central question addressed by the authors, who analyzed the strategies teachers use to make CBL an effective and enriching experience.
As part of the D-EMIND project, the research team conducted a systematic review of 20 academic studies published between 2013 and 2023 in leading databases like Web of Science and Scopus. To ensure a rigorous analysis, they followed the PRISMA method, which provides a structured and reliable review process.
The study identified four key areas where teachers can make a significant impact:
- Pedagogical approaches: Teachers shift from traditional “knowledge transmitters” to guides who help students navigate their learning process, promoting active participation, teamwork, and creative problem-solving.
- Technological integration: Digital tools play a crucial role in CBL, enriching learning experiences and preparing students for a professional world where technological skills are essential.
- Industry and professional engagement: By collaborating with professionals and companies, teachers can present real-world challenges that link classroom learning to practical applications, enhancing students’ employability.
- Support and development: Teachers play a vital role in motivating students, fostering their autonomy, and guiding them through difficulties. Continuous professional development for teachers is also essential to adapt to these new teaching methods effectively.
While CBL offers several benefits, the article also highlights challenges, particularly the need for both teachers and students to shift from traditional education models to more participatory and creative learning environments.
This study emphasizes how CBL not only prepares students to tackle real-world problems but also transforms the role of educators, positioning them as facilitators in dynamic and collaborative learning spaces. However, the authors note that further research is needed to optimize the implementation of these practices.
If you’d like to read the full dissemination article, you can find it here.
Article Reference:
Galdames-Calderón, M., Stavnskær Pedersen, A., & Rodriguez-Gomez, D. (2024). Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education. Education Sciences, 14(9), 1008. https://doi.org/10.3390/educsci14091008