Empower your students through challenges! Discover how Challenge-Based Learning (CBL) enables students to learn while designing impactful solutions to global issues.
What is CBL?
Challenge-Based Learning (CBL) at the University of Twente 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 personal 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:
A. Imanbayeva MSc (Adina) Educational Development Officer
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.
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.
Inquiry 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.
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:
This self-paced Canvas course helps you build and demonstrate competencies through practical Challenge-Based Learning (CBL) activities, mastering each step before moving on.
At the University of Twente, 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.
2023 Poster Market Flyer organized at the DesignLab University of Twente on March 9, 2023 to get inspired to take your educational design to the next level.
Please feel free to contact your experienced peers:
CBL Poster Market Flyer 2023
Session organized at the DesignLab University of Twente on March 9, 2023 to get inspired to take your educational design to the next level.
Challenge-Based Learning in a distance pre-master for Master Spatial Engineering
Luiten, Tiny (ITC)
Master Spatial Engineering
Enhancing the quality of challenge-based education, Strategic/organizational on Programme/Faculty level (Apply CBL concept within the context of M-SE.)
Enhancing the quality of challenge-based education at a cross-faculty level (Transdisciplinary and creative ways of working’ (10 EC) and ‘Shaping society and responsible futures’ (10 EC) • ICReaTIST: module 1 (15 EC) and module 2 (15 EC))
Effects of collaborative processes in Challenge-Based Learning on students’, teachers’ and external stakeholders’ (experts) learning outcomes and business yield
Jezdimirovic Ranito, Jovana (ATLAS)
Bachelor ATLAS
Strengthening connection outside world, Enhancing the quality of challenge-based education, Strategic/organizational on course level
Inter-, multi- and transdisciplinary in Challenge-Based Learning
MacLeod, Miles (BMS)
Philosophy
Enhancing the quality of challenge-based education at the course level.
Natural and engineering research methods in Challenge-Based Learning
Leferink, Anne (S&T)
ATLAS Minor
Enhancing the quality of challenge-based education on course level
Fostering cooperation between challenge providers and Challenge-Based Learning courses
Alves da Motta Filho, Mauricy (ET)
Master IDE/BA
Strengthening connection outside world on course level (Exploring the opportunities of adopting student-led consulting practices to strengthen engagement in CBL.)
Challenge-Based scientific computing
Bertrand, Fleurianne (EEMCS)
Master Applied Mathematics
Enhancing the quality of challenge-based education, Strengthening connection outside world on course level
CBL4UAV photogrammetry
Dadrass Javan, Farzaneh (ITC) and Nex, Francesco (ITC)
Master M-Geo
Enhancing the quality of challenge-based education on course level
Design and development of minor module 'Cold Case' in a Challenge-Based cross-level, cross-institutional setting
van Keulen, Maurice (EEMCS)
Bachelor Technical Computer Science (TCS)
Strengthening connection outside world on cross-faculty level
Senior University Teaching Qualification (SUTQ) - CBL Group
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
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 centers 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?
actionable challenge),
