Systematic Review : Revisiting Challenge-Based Learning Teaching Practices in Higher Education
Galdames Calderón, Marisol (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Stavnskær Pedersen, Anni (University College of Northern Denmark)
Rodríguez Gómez, David (Universitat Autònoma de Barcelona. Centre de Recerca i Estudis pel Desenvolupament Organitzatiu (CRiEDO))

Data:	2024
Resum:	In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article de revisió ; recerca ; Versió publicada
Matèria:	Systematic literature review ; Challenge-Based Learning (CBL) ; Teaching practices ; Higher Education
Publicat a:	Education sciences, Vol. 14, Núm. 9 (2024) , p. 1-20, ISSN 2227-7102

DOI: 10.3390/educsci14091008

20 p, 1.7 MB

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Documents de recerca > Documents dels grups de recerca de la UAB > Centres i grups de recerca (producció científica) > Ciències socials i jurídiques > Centre de Recerca i Estudis pel Desenvolupament Organitzatiu (CRiEDO)
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