Challenge Based Learning

Challenge-Based Learning (CBL) immerses students in a dynamic, collaborative environment where they tackle real, relevant, and complex problems. This pedagogical approach not only enriches academic learning but also sharpens critical soft skills by placing students in control of their educational journey.

Aligned with UT's dedication to innovative education, CBL motivates students to confront global challenges and create meaningful solutions. It empowers learners, enhances problem-solving capabilities, promotes teamwork, and builds resilience—all through the power of experiential learning. The figure below illustrates key themes described by UT teachers regarding the value of CBL and how it supports their vision for learning and teaching, drawn from CELT’s May 2024 survey.

For assistance or inquiries regarding the design, implementation, and evaluation of CBL education, connect with our CELT CBL experts:

A. Imanbayeva MSc (Adina) Educational Development Officer

+31534893392

 a.imanbayeva@utwente.nl

Building: Citadel H317

Personal page

P.C.A. Hagenaars MEd (Peter) Educational Consultant

+31534892804

 p.c.a.hagenaars@utwente.nl

Building: Citadel H327

Building: Horst Complex BH211

Personal page

CBL involves students actively engaging in real situations to solve "wicked problems" — complex, evolving challenges with multiple potential solutions.

CBL is divided into three interconnected phases:

1. Engage (in which the Learners move from an abstract big idea to a concrete and actionable challenge),
2. Investigate (in which Learners conduct research to create a foundation for actionable and sustainable solutions) and
3. Act (in which evidence-based solutions are developed and implemented with an authentic audience and the results evaluated).

Each phase includes activities that prepare students to move to the next phase. Within each of the phases, there are opportunities for mini-investigation cycles and if necessary a return to an earlier step or sometimes even an earlier phase. Part of the entire process is that students continuously document, reflect and share their learning experiences and findings.

Insights from CBL Teaching & Learning Fellows

To help you better understand the value and considerations of CBL practice, the CBL Teaching & Learning Fellows (2021–2023) formulated 15 evidence-informed recommendations for students, teachers, educational management, and society. These recommendations highlight what to expect, how to approach CBL, and how to maximise its impact.

Related Educational Models

• Student-Driven Learning (SDL): Encourages students to take initiative and shape their own learning paths, promoting independence and self-regulation.
• Problem-Based Learning (PBL): Focuses on real-world problems to develop critical thinking and collaborative skills.
• Project-Based Learning (PjBL): Engages students in hands-on projects driven by inquiry, where they explore questions, conduct investigations, and present their findings, fostering ownership and deep understanding.

Further Reading

Below you will find a curated set of tools, templates, and practical guidelines that support CBL course design. Use them to plan learning activities, scaffold student work, and make assessment decisions.

A great place to begin is Challenge Up, your digital CBL advisor developed by educational advisors, researchers, and CBL practitioners from UT. Challenge Up aims to support educators in starting with CBL from scratch or further developing an existing course. It helps teachers establish a starting point and clarify where they want to go next with their CBL design. Based on the input, the tool offers evidence-informed, customised, practical advice to help you achieve the desired level of CBL in your course design.

We offer training in CBL course design, facilitation, and skill development for teachers. You can sign up for the following courses, or get in touch for a tailor-made session.

In this section, you will find examples of CBL at UT—from course implementations and educational innovation initiatives to examples of student project outputs produced within CBL contexts.

CBL courses

At UT, Challenge-Based Learning is being integrated into various programmes and courses. A notable example is the CBL implementation in the MSc Robotics programme, where students actively engage in interdisciplinary collaboration and real-world challenges. This approach aligns with UT's educational vision, supported by institutional policies and design principles that promote student ownership and impact-driven learning. 

Educational Innovation Projects @ UT

Below are educational innovation projects at UT that have contributed to the development, implementation, and research of CBL.

Examples of Student CBL Projects

Below are examples of student work developed in CBL courses. They showcase both the learning journeys students go through when working on real-world challenges and the outputs they produce.

The ECIU hosts a Community of Practice (CoP) for educators involved in Challenge-Based Learning. This network brings teachers across the partner universities together to exchange expertise on the design, facilitation, and assessment of CBL and Micro-Modules. The CoP meets monthly, where members collaboratively explore real teaching dilemmas using a Reflective Team Approach. Each session centres around a challenge presented by one of the participants. The topics discussed are entirely shaped by the interests and questions of the community.  

Examples of recent discussion topics include: 

• How can I support students in the early weeks of a CBL challenge to avoid confusion? 
• How can we make the development of transferable skills visible and assessable?  
• What does responsible collaboration with societal partners look like in practice? 
• How can we improve student recruitment for CBL courses?  

Interested in joining? 

Please contact Martina Crehan, martina.crehan@dcu.ie