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. This paper presents a case study from the University of Stavanger, where CBL was integrated into a course aimed at engaging students in the (re)design of digital services for a more sustainable campus. Following the CBL framework, students identified localized sustainability challenges within the campus context, systematically investigated these issues through diverse research methodologies, and collaboratively developed actionable solutions to enhance the campus green transition. The study aimed to explore students’ perceptions of their engagement throughout the CBL-integrated course. Drawing on qualitative data derived from in-depth student reflections, the findings reveal patterns of student engagement across three main dimensions: emotional, cognitive, and behavioral, showing how the CBL framework both encouraged and challenged different forms of engagement. Building on these empirically grounded insights, we propose evidence-based pedagogical recommendations for educators seeking to implement CBL while optimizing student engagement in higher education contexts.

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

REFERENCES

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