The Future of Education

Challenge-Based Learning (CBL) has emerged as a student-centered pedagogical approach that promotes active engagement with real-world problems through interdisciplinary inquiry and collaborative problem-solving (Nichols et al., 2016). Grounded in experiential learning theory (Kolb, 1984), CBL fosters the development of key sustainability competencies, including systems thinking, critical reflection, and collaborative problem-solving (Lozano et al., 2013). This paper presents a case study from the University of Stavanger, Norway, where CBL was integrated into a ten ECTS course titled Digital Service Modelling. The course was designed to foster student engagement in addressing real-world sustainability challenges associated with the campus green transition through the (re)design of digital services that contribute to more sustainable campus practices. The course engaged 40 bachelor’s students over ten weekly sessions, organized into seven groups. Following the three core stages of Challenge-Based Learning—Engage, Investigate, and Act—students identified real-world, context-specific sustainability challenges, employed various research methods to explore root causes, and developed actionable solutions to support the campus green transition. To assess the impact of CBL on student learning, we employed a multi-method approach, drawing on qualitative data from individual reflections, group reports, and post-course feedback. Our findings indicate that most students responded positively to the CBL framework, reporting increased engagement, enhanced critical thinking, and a stronger ability to connect theoretical knowledge with real-world application. We argue that CBL not only fosters meaningful student engagement but also aligns with institutional strategies for promoting education for sustainable development (UNESCO, 2017).

Keywords: Challenge-Based Learning, Sustainability, Green Transition, Digital Service Innovation, Student Engagement

REFERENCES

[1] Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: FT Press.

[2] Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889.

[3] Nichols, M., Cator, K., & Torres, M. (2016). Challenge Based Learner User Guide. Digital Promise.

[4] UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. United Nations Educational, Scientific and Cultural Organization.