Relevant bibliographies by topics / Challenge-based education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Challenge-based education'

Author: Grafiati
Published: 18 April 2022
Last updated: 30 July 2025

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Journal articles on the topic "Challenge-based education"

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Nizami, Mohammed Zahedul Islam, Vicky Wenqing Xue, Amy Wai Yee Wong, Ollie Yiru Yu, Conson Yeung, and Chun Hung Chu. "Challenge-Based Learning in Dental Education." Dentistry Journal 11, no. 1 (2023): 14. http://dx.doi.org/10.3390/dj11010014.

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Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and ot
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Cheng, Winnie L. S. "Application of Challenge-Based Learning in nursing education." Nurse Education Today 44 (September 2016): 130–32. http://dx.doi.org/10.1016/j.nedt.2016.05.026.

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Richards, Derek. "Evidence-based Dentistry – A Challenge for Dental Education." Evidence-Based Dentistry 7, no. 3 (2006): 59. http://dx.doi.org/10.1038/sj.ebd.6400420.

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Soltani Arabshahi, Seyed Kamran. "Student-Based Medical Education: Challenge for Third Millennium." Thrita Journal of Medical Sciences 1, no. 2 (2012): 35–36. http://dx.doi.org/10.5812/thrita.6766.

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Bilbao-Goyoaga, Ana, Xabier González-Lasquibar, Miren Barrenechea-Ayesta, and Marta Barandiaran-Galdós. "Sustainability and challenge-based learning in higher education." Journal of Management and Business Education 6, Special (2023): 548–71. http://dx.doi.org/10.35564/jmbe.2023.0029.

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The main aim of this article is to present a guide for integrating sustainability into university degrees with the use of Challenge-Based Learning (CBL) methodology. In order to achieve this aim, the article starts with a review of the literature on the concept of education for sustainability and the key competences required for its achievement. Secondly, we consider the need to understand the institutional context and the characteristics of the learners before designing the teaching choreography. Thirdly, in order to apply CBL in a structured approach, two models are selected and their comple
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Humphreys, Catherine, and Raymond Ison. "Meeting the Challenge of Problem‐Based Learning." Higher Education Research & Development 12, no. 1 (1993): 107–11. http://dx.doi.org/10.1080/0729436930120110.

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Valencia-Lazcano, Anaí Alicia, Rubén Fuentes-Álvarez, Marco Cruz-Sandoval, Juan Carlos Miranda-Hernández, and Jorge Membrillo-Hernández. "Challenge-Based Learning in Biomedical Engineering." International Journal of Online and Biomedical Engineering (iJOE) 21, no. 02 (2025): 4–17. https://doi.org/10.3991/ijoe.v21i02.51795.

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One of the primary objectives of higher education (HE) is to produce specialized human resources with the necessary competencies for the challenges encountered in our professional lives and our complex environment. One form of experiential education for biomedical engineering students is to expose them to real situations so that, based on acquired knowledge, they develop highlevel disciplinary competencies that prepare them for a future job with greater expectations. This report analyzes the use of teaching strategies such as challenge-based learning (CBL) for the development of technical skil
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Nishiura, Kazuki, Kazuhiro Ikeda, Susumu Kunifuji, Makoto Ioki, and Yukio Nakoshi. "The Challenge to Innovative Education based on Creative Thinking." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): SS—038—SS—038. http://dx.doi.org/10.4992/pacjpa.82.0_ss-038.

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Kulkarni, Vardendra. "Competency-based education for health professionals; demystifying the challenge." International Journal of Oral Health Sciences 10, no. 1 (2020): 3. http://dx.doi.org/10.4103/ijohs.ijohs_10_20.

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Akos, Patrick, Suzan Z. Wasik, Angela McDonald, Michelle Soler, and Diana Lys. "The Challenge and Opportunity of Competency-Based Counselor Education." Counselor Education and Supervision 58, no. 2 (2019): 98–111. http://dx.doi.org/10.1002/ceas.12134.

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Dissertations / Theses on the topic "Challenge-based education"

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Charosky, Larrieu-Let Guido. "Developing innovation competences in engineering education through project-based and challenge-based learning." Doctoral thesis, Universitat Politècnica de Catalunya, 2021. http://hdl.handle.net/10803/673449.

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There is a gap between industry needs and engineering graduates’ competences that since the past two decades has been under discussion. Engineering graduates are perceived as “too theoretical” by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectiv
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Nicholls, Valerie E. "Busy doing nothing researching the phenomenon of "quiet time" in a challenge-based wilderness therapy program /." Access electronically, 2008. http://ro.uow.edu.au/theses/132.

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Cirenza, Christopher Francis. "A Novel, Hands-On Approach to Teaching Heat Transfer." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/72098.

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The topic of heat transfer is traditionally taught as an upper level, lecture-style course to mechanical engineering students. Such courses do not provide students with ways to see and feel the important heat transfer concepts at hand. As a way to overcome this, novel, hands-on workshops have been designed and implemented into a heat transfer class taught to junior level mechanical engineering students. Two types of experimental workshops were created and used in two different years of a section of a heat transfer class. In the first year, twelve workshops were designed which included live dem
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Hedvall, Johan, and Helena Lindberg. "Future perspectives on Challenge Driven Education : Challenging how we perceive and engage external stakeholders in Tanzania and Sweden." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-257210.

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The engineering education has changed and evolved over decades in harmonywith societies challenges. Today, sustainable development is of great importanceand one way of equipping future engineers with the competencies to tackle these challenges is through Challenge Driven Education (CDE). CDE is a relatively new educational concept which brings together universities andexternal stakeholders to jointly foster the engineers of tomorrow. The research focuses on the challenge owner’s perspective, which is a sub-category of external stakeholder. The challenge owner could be a company or organisation
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Handyside, Roger Graeme. "A design-based research approach to an educational challenge : developing independent learners using a blended learning environment." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3200.

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A design-based research approach to an educational challenge: Developing independent learners using a blended learning environment. The transition from school to higher education in the UK has been highlighted as becoming challenging for a number of students. The contrast between the learning experience of students at school and in higher education has been seen as problematic, with supportive small group experiences at school and commonly large impersonal teaching structures at university. Upon entry to higher education, many students are perceived to have a ‘skills deficit’ in those areas im
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Terradellas, M. Rosa. "Innovació i recerca responsables i processos de cocreació a l'educació superior." Doctoral thesis, Universitat de Girona, 2021. http://hdl.handle.net/10803/671926.

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This thesis is structured in two applied researches. One, focused on how to embed the transversal competence of sustainability to undergraduate studies at the UdG. The other promotes an innovation in teacher education, by applying the methodology of Challenge-Based Learning (CBL). Both share that they use co-creation processes, involving internal and external agents of the university community. With these studies, we seek to demonstrate that innovations and researches become responsibles, to higher education, when we incorporate co-creation processes involving stakeholders from the university
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Gaskins, Whitney. "Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191.

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Alshehri, Amani. "Impact of a Technology Based Intervention Package on the Inappropriate Behavior of a Child with Severe Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3346.

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One useful strategy to support students with intellectual and developmental disability (IDD) to promote appropriate behaviors across environments and gain the social skills is using social stories. In addition, experts have recognized iPads and apps were associated with less challenging behavior and more academic engagement over traditional materials (Lee, Lang, Davenport, Moore, Rispoli, Meer, & Chung, 2013). The focus this study was to examine the effectiveness of an intervention package featuring social stories delivered via an iPad and simultaneous prompting on frequency of targeted challe
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Mayes, Gayle. "The effects of an Outward Bound course on the physical self-concept of participants." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36563/1/36563_Mayes_1997.pdf.

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This study presents a theory and model of self-concept and physical-self-concept as a framework for the project. The literature review discusses results of research on the impact of physical and sports-related activities upon the physical selfconcept, along with existing research on the effects of the Outward Bound intervention upon physical self-concept. The study used the Richards Physical Self-Concept Scale to measure the effects of a twenty-six day Outward Bound course upon the physical self-concept of participants. The seven subdomains of Action, Appearance, Body Build, Health, P
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Green, Craig Alan. "Annenberg Rural Challenge Ten Years Later: Looking for a Place for Mathematics in a Rural Appalachia Place-based Curriculum." 2008. http://trace.tennessee.edu/utk_graddiss/443.

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This quantitative study explored whether or not the mathematics curriculum and instruction of the schools in the TennGaLina cluster were impacted by the place-based educational reform promoted by the Annenberg Rural Challenge. The study focused on the programs of five small rural Southern Appalachian schools. Qualitative methods of grounded theory were used to analyze data from interviews, surveys, and school artifacts.
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Books on the topic "Challenge-based education"

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David, Boud, and Feletti Grahame, eds. The challenge of problem based learning. Kogan Page, 1991.

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David, Boud, ed. The challenge of problem-based learning. Kogan Page, 1997.

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David, Boud, and Feletti Grahame, eds. The Challenge of problem based learning. St. Martin's Press, 1991.

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Lee, Gloria L. Competence based management education and development: A challenge for the 1990's. Centre for the Study of the Professions, Aston Business School, Aston University, 1990.

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Getty Center for Education in the Arts., ed. The Preservice challenge: Discipline-based art education and recent reports on higher education : seminar proceedings, August 8-15, 1987, Snowbird, Utah : a national invitational seminar. Getty Center for Education in the Arts, 1988.

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Secretariat, Canada National Literacy, and Hudson Institute, eds. Creating a learning culture: Work and literacy in the nineties : based on the report 'Workforce literacy: an economic challenge for Canada' by the Hudson Institute. Multiculturalism and Citizenship Canada, National Literacy Secretariat, 1990.

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Robert, Young, National Association for Primary Education., and University of Greenwich. School of Primary and Secondary Education., eds. The challenge of special needs in the classroom: Conference proceedings based on conference organised by National Association for PrimaryEducation (South East London) and School of Primary & Secondary Education, University of Greenwich, 5 March 1994. University of Greenwich, School of Primary & Secondary Educa tion, 1994.

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Boud, David. The Challenge of Problem Based Learning. Routledge, 1997.

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The Challenge of Problem Based Learning. Routledge, 1998.

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Feletti, Grahame, and David Boud. Challenge of Problem-Based Learning. Taylor & Francis Group, 2013.

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Book chapters on the topic "Challenge-based education"

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Beattie, Scott. "The Challenge Based Learning Challenge." In Springer Texts in Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-96-0198-1_1.

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Tsankova, Roumiana, and Todorka Damianova. "Computer based environmental education as a mutual challenge." In World Conference on Computers in Education VI. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_47.

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Barynienė, Jurgita, Asta Daunorienė, and Daina Gudonienė. "Technology-Enriched Challenge-Based Learning for Responsible Education." In Communications in Computer and Information Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16302-9_22.

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Edwards, Susan, Amy Cutter-Mackenzie, Deborah Moore, and Wendy Boyd. "A Challenge Reconsidered: Play-Based Learning in Early Childhood Environmental Education." In SpringerBriefs in Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03740-0_7.

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Hölzner, Heike Marita, and Jantje Halberstadt. "Challenge-based Learning: How to Support the Development of an Entrepreneurial Mindset." In Transforming Entrepreneurship Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_2.

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AbstractAn entrepreneurial mindset is a special attitude or cognitive pattern enabling people to recognize opportunities in changes, and act in uncertain environments and without regard to the resources that are currently under their control. People with an entrepreneurial mindset actively shape their own future and our society. Fostering an entrepreneurial mindset is therefore not only relevant for the education of future founders; it is the key to harnessing the opportunities of technological development in such a way that we change our society for the better. This chapter discusses the sign
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Keister, Drew, and Veronica Brohm. "Designing Assessment to Meet the Challenge of Competency-Based Medical Education." In Excellence in Medical Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-70741-4_11.

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Lindner, Johannes. "Entrepreneurship Education by Youth Start - Entrepreneurial Challenge-Based Learning." In The Challenges of the Digital Transformation in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_80.

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Fedorova, Yuliia, Anna Pilková, Juraj Mikuš, Marian Holienka, and Yurii Brytan. "Fostering Emotional Intelligence on Challenge-Based Learning Principles." In Towards a Hybrid, Flexible and Socially Engaged Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53382-2_27.

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Woschank, Manuel, Corina Pacher, Phillip Miklautsch, Alexander Kaiblinger, and Mariaelena Murphy. "The Usage of Challenge-Based Learning in Industrial Engineering Education." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93907-6_93.

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Thong, Christine, Aaron Down, and Anita Kocsis. "Education and Interdisciplinarity: New Keys for Future Generations and the Challenge-Based Learning." In Challenges in Physics Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37387-9_23.

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Conference papers on the topic "Challenge-based education"

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Mahlangu, Thoko. "CHALLENGE-BASED LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0453.

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DePryck, Koen, Leonie Chapel, and Ilse Wambacq. "BUILDING A NEEDS-BASED MATURITY MODEL FOR CHALLENGE-BASED LEARNING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2856.

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Drobot, Irina Ana. "USING CHALLENGE BASED LEARNING FOR A PROJECT MANAGEMENT COURSE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1851.

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Tamilselvi, C., Angel Maanu P, Anush Priya T, R. Kalaiyarasi, Nithiyasree P, and Mohanaprakash T A. "Empowering Coders: Revolutionizing Programming Education with NLP and Challenge-Based Learning." In 2024 Third International Conference on Smart Technologies and Systems for Next Generation Computing (ICSTSN). IEEE, 2024. http://dx.doi.org/10.1109/icstsn61422.2024.10670818.

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Delfa-Baena, Sandra, Maria Boluda-Prieto, Angel Sapena-Baño, and Maria del Mar Eva Alemany. "INNOVATION IN ENGINEERING: INTEGRATING THE SDGS THROUGH CHALLENGE-BASED LEARNING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1328.

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Palma-Mendoza, Jaime Alberto, Ivan Andrés Arana-Solares, Claudia Lizette Garay-Rondero, and Froylan Franco-Herrera. "KLEVER 21: A MOBILE APPLICATION FOR COMPETENCE DEVELOPMENT IN CHALLENGE-BASED LEARNING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1905.

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De J. Ramírez-Cadena, Miguel, Juana I. Méndez-Garduño, Israel U. Cayetano-Jiménez, and Jorge Membrillo-Hernández. "Developing the Skills of the Future Comprehensively by Applying a Variant of Challenge-Based Learning: Multiple Challenges in a Single Engineering Course: The Multi Challenge-Based Learning Framework." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016489.

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Ruiz, Linda Elizabeth, Juan Ramón Campos-Blazquez, Claudia Lizette Garay-Rondero, and Marta Torres-Polo. "A Global Challenge-Based Learning Initiative Applying Enabling Technologies for Entrepreneurship." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024620.

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Daukantienė, Virginija. "LEARNING OF CLOTHING TECHNOLOGY INTEGRATING SUSTAINABILITY CONTEXT AND CHALLENGE-BASED LEARNING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0545.

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García-Zambrano, Lidia, Maite Ruiz-Roqueñi, and Yolanda Chica-Paez. "CHALLENGE BASED LEARNING AT UNIVERSITY AND SUSTAINABILITY: PROGRESS IN THE ZERO WASTE PROGRAMME." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1076.

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Reports on the topic "Challenge-based education"

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Galdames Calderón, Marisol. Protocol for Systematic Review: Revisiting Challenge-Based Learning - Teaching Practices in Higher Education. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.5.0140.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/
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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recen
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen
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Carter, Sara, Jane Griffin, Samantha Lako, Cheryl Harewood, Lisa Kessler, and Elizabeth Parish. The impacts of COVID-19 on schools’ willingness to participate in research. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rb.0036.2401.

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COVID-19 had significant impacts on the field of education and, in turn, on school-based research. During this unprecedented time, nearly all schools closed, disrupting learning as schools shifted to a virtual format. Addressing the lasting effects of school closures is a major challenge in the post-pandemic education climate. Educators indicate these challenges have limited their willingness or ability to participate in research. We analyzed over 700 reasons for refusal in four recent education studies to examine the effects of COVID-19 on school-based research. About 4% of education leaders
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to l
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Looi, Chee-Kit, Longkai Wu, and Xiaoxuan Ye. Infusion, dissemination and evolution: Seeding an innovation from one school to a few schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22716.

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The challenge of how to diffuse and scale-up effective educational innovations has received increasing attention in recent years. Researchers spent efforts developing educational innovation and proving its efficacy and effectiveness in pilot studies in small scale, but when the innovation is put into practice and especially when the context of use is broadened, the designed principles of the innovation need to be refined iteratively to work well through a process of design-based implementation research. Scaling up successful educational innovation not only draws interests from the researchers,
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Kummeling, Henk. Universities and the Future of Inclusive International Scientific Cooperation. Association Inter-University Centre Dubrovnik, 2022. http://dx.doi.org/10.53099/ntkd4307.

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In this essay, based on a key note presentation during the IUC 50th anniversary conference on fostering inclusive internationalisation, the necessity is explored of internationalisation and of inclusive internationalisation in research and education. It is argued that there is not such a thing as national science and that the global challenge we face only can be addressed through international cooperation. The present situation however is far from ideal and there are serious barriers and hurdles for inclusive internationalisation in scientific cooperation. At the same time there are promising
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Kummeling, Henk. Universities and the Future of Inclusive International Scientific Cooperation. Association Inter-University Centre Dubrovnik, 2022. http://dx.doi.org/10.53099/ntkd4306.

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In this essay, based on a key note presentation during the IUC 50th anniversary conference on fostering inclusive internationalisation, the necessity is explored of internationalisation and of inclusive internationalisation in research and education. It is argued that there is not such a thing as national science and that the global challenge we face only can be addressed through international cooperation. The present situation however is far from ideal and there are serious barriers and hurdles for inclusive internationalisation in scientific cooperation. At the same time there are promising
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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important
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