Discover how Challenge-Based Learning (CBL) enables students to learn while designing impactful solutions to global issues.
What is Challenge-based Learning?
Challenge-Based Learning (CBL) at UT 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.
Contact Information
For assistance or inquiries regarding the design, implementation, and evaluation of CBL education, connect with our CELT CBL experts:
Foundational Concepts
CBL involves students actively engaging in real situations to solve "wicked problems" — complex, evolving challenges with multiple potential solutions.
The Challenge-Based Learning Framework is divided into three interconnected phases:
- Engage (in which the Learners move from an abstract big idea to a concrete and
actionable challenge), - Investigate (in which Learners conduct research to create a foundation for actionable and sustainable solutions) and
- 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.
Reference: Nichols, M., Cator, K., and Torres, M. (2016) Challenge Based Learner User Guide. Redwood City, CA: Digital Promise. https://www.challengebasedlearning.org/wp-content/uploads/2019/02/CBL_Guide2016.pdf
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
Toolbox & Templates
Check out Challenge Up - your digital CBL advisor. Challenge Up is a self-assessment tool that helps educators evaluate and enhance the level of CBL in their curriculum. By visualising the gap between current and desired CBL practice, users can set clear goals and receive tailored, practical advice. Watch the video below to find out more about the tool:
Training
We offer courses at CBL course design and skill development. You can sign up for the following courses, or get in touch for a tailor-made session.
CBL in Practice
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
Teaching and Learning Fellows CBL 2021-2023
The Teaching and Learning Fellows on CBL were active from 2021 until 2023, with the mission to enrich the educational landscape at the UT with CBL to help students develop critical, social and practical knowledge and competences necessary for their future careers in society.
Faculty fellows:
- Dr. Tracy Craig (Faculty of Electrical Engineering, Mathematics and Computer Science)
Pilot an existing course to CBL framework; communicate within faculty on CBL; identify existing CBL within faculty, possibly not explicitly called CBL at the moment. - Dr.ir. Janneke Ettema (Faculty of Geo-Information Science and Earth Observation)
To enhance students’ learning process, by providing tools for (self-)assessment in line with the course learning outcomes and CBL skills; to help students establish a shared interdisciplinary and intercultural language, building self-awareness and learning to have productive conversations with other experts (alumni network). - Dr.ir. A.M. Leferink (Faculty of Science and Technology)
Investigate the role of the teacher in CBL; guiding tools on expectation management in the learning community; methods to realize pre-defined content-based (hard skills) learning objectives in a CBL context. - Dr. Anna Bos - Nehles (Faculty of Behavioural, Management and Social Sciences)
Design of self-regulated peer-feedback mechanisms for CBL projects. In what way can we implement peer feedback approaches in CBL projects to gain self-regulated learning behaviours? - Dr.ir. Léon olde Scholtenhuis (Faculty of Engineering Technology)
Develop principles for operating a transdisciplinary Living Lab space that enables sustainable and authentic learning experiences for students and stakeholders.
Senior fellows:
- Dr.ir. Robin de Graaf (Faculty of Engineering Technology)
Study effectiveness of CBL at course level; develop an implementation guideline for CBL; implement CBL at the program level; help develop CBL policy at Faculty level; Fellows team project management. - Dr. Raymond Loohuis MBA (Faculty of Behavioural, Management and Social Sciences)
Support the transition process from course to UT level; communicate, align with stakeholders in University of Twente context.
The Teaching and Learning Fellows are funded by the 4TU.Centre for Engineering Education (4TU.CEE)
SUTQ CBL 2021-2023
Please feel free to contact your experienced peers:
- Dr. Cheryl de Boer (Faculty of Geo-Information Science and Earth Observation). Improving climate resilience in cities – the role of argumentation skills in defending choices for interventions by M-SE students.
- Dr. Klaas Stek (Faculty of Behavioural, Management and Social Sciences). A challenge-based experiment aiming to develop strategic thinking.
- Dr. Janine van Til (Faculty of Behavioural, Management and Social Sciences). The challenge of prevention of disease – evaluating and improving argumentation skills of first-year students health sciences
- Group coach: drs. Eduardo Hermsen.
ECIU-Funded CBL Projects
Examples of Student CBL Projects
Learning Communities
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