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Journal articles on the topic 'Challenge-based education'

Author: Grafiati

Published: 18 April 2022

Last updated: 30 July 2025

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1

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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Har, Besse Harnanengsi, Prof Nurdin Arsyad, and Rusli Siman. "CHARACTER IN ACTION: TEACHER RESPONSES TO CHALLENGE-BASED LEARNING IN MATHEMATICS SUBJECTS." international journal of mathematics and computer research 12, no. 02 (2024): 4069–72. http://dx.doi.org/10.47191/ijmcr/v12i2.10.

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Challenge Based Learning (CBL) is gaining traction in education for its potential to build student character while developing 21st-century skills. However, understanding teacher perspectives on implementing CBL for character development is crucial for its successful integration. This study explores the responses of secondary school teachers to CBL through surveys, interviews, and classroom observations. It examines their perceptions of CBL's impact on character development, the challenges they face, and the supports needed for effective implementation.

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Emerson, Roberta J., and Kathie Records. "Today’s Challenge, Tomorrow’s Excellence: the Practice of Evidence-Based Education." Journal of Nursing Education 47, no. 8 (2008): 359–70. http://dx.doi.org/10.3928/01484834-20080801-04.

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Wang, Yun Qiao, Zhong Yi Mei, and Yu Qing Fan. "Challenge of Model Based Definition Technology to Engineering Graphics Education." Applied Mechanics and Materials 163 (April 2012): 264–68. http://dx.doi.org/10.4028/www.scientific.net/amm.163.264.

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MBD (Model Based Definition) technology is a digital method of product definition which combines all information required for manufacturing into the 3D design model including annotation, processing description, attributes and management information. This advancement is a not only a change in media used in the design, manufacturing, inspection and management cycles of the product but also a disruptive reform in engineering-thinking. MBD technology defines a product completely without traditional engineering drawing which is challenging the engineering graphics education. Though MBD technology h

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14

Kools, Farah R. W., and Heleen van Ravenswaaij. "Practical tips for organizing challenge-based learning in biomedical education." MedEdPublish 13 (November 8, 2023): 271. http://dx.doi.org/10.12688/mep.19755.1.

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Challenge-based learning (CBL) in biomedical education can prepare health professionals to handle complex challenges in their work environments through the development and practice of problem-solving skills. This paper provides twelve practical tips for biomedical educators to implement CBL in their education. The intricacies of CBL are explained together with organizational tips, and multiple levels of student support to help students achieve CBL learning goals. Our aim is to promote CBL in biomedical education and to help students acquire valuable skills for post-graduation while working tow

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Sidhu, Gaganpreet, Seshasai Srinivasan, and Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.

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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 stu

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Ryack, Kenneth N., M. Christian Mastilak, Christopher D. Hodgdon, and Joyce S. Allen. "Concepts-Based Education in a Rules-Based World: A Challenge for Accounting Educators." Issues in Accounting Education 30, no. 4 (2015): 251–74. http://dx.doi.org/10.2308/iace-51162.

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ABSTRACT In this paper we discuss the challenges of teaching U.S. GAAP and IFRS side by side. We then focus on one particular challenge of teaching both the more detailed U.S. standards and the less specific IFRS: the likelihood that students will “anchor” on the precise rules in U.S. GAAP when applying the less specific guidelines under IFRS. As a part of this discussion, we report on a classroom experiment designed to test for the presence of anchoring on U.S. GAAP rules when applying IFRS in a lease classification task. Our results indicate that students do anchor on the U.S. GAAP bright-li

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AKESHOVA, M., and G. ARIPZHAN. "STRUCTURE AND PECULIARITIES OF THE CHALLENGE BASED LEARNING APPROACH." Iasaýı ýnıversıtetіnіń habarshysy, no. 2 (June 30, 2021): 160–72. http://dx.doi.org/10.47526/habarshy.vi2.598.

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Today’s students are presented with content-centric assignments that meet standards but lack a real-world context and opportunities for active participation. Because these assignments often fail to engage students, they can lead to uninspired work and a gradual process of disengagement. To address this need, Apple Inc. worked with teachers and leaders in the education community to develop a new approach to teaching and learning called Challenge Based Learning. Challenge-based learning (CBL) is a pedagogic approach for K12 education pioneered by education staff at Apple, Inc. that has its roots

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SABAN, Olesya, and Anatasiia SERAFYN. "Corpus-based diachronic study of the noun “challenge”." Humanities science current issues 2, no. 42 (2021): 121–27. http://dx.doi.org/10.24919/2308-4863/42-2-20.

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Kasch, Julia, Margien Bootsma, Veronique Schutjens, et al. "Experiences and perspectives regarding challenge-based learning in online sustainability education." Emerald Open Research 4 (August 4, 2022): 27. http://dx.doi.org/10.35241/emeraldopenres.14664.1.

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In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are

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CANNON, James J. "How Information Technology Enables Challenge-Based Active Learning in Engineering Education." Journal of JSEE 66, no. 5 (2018): 5_55–5_61. http://dx.doi.org/10.4307/jsee.66.5_55.

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21

Galdames-Calderón, Marisol, Anni Stavnskær Pedersen, and David Rodriguez-Gomez. "Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education." Education Sciences 14, no. 9 (2024): 1008. http://dx.doi.org/10.3390/educsci14091008.

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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 Scop

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Pourshafie, Tahereh, and Rosalind Murray-Harvey. "Facilitating problem-based learning in teacher education: getting the challenge right." Journal of Education for Teaching 39, no. 2 (2013): 169–80. http://dx.doi.org/10.1080/02607476.2013.765190.

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Olson, Christine M., and Gayle Leitch Kelly. "The challenge of implementing theory-based intervention research in nutrition education." Journal of Nutrition Education 21, no. 6 (1989): 280–84. http://dx.doi.org/10.1016/s0022-3182(89)80148-7.

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24

Colbert, Colleen Y., Judith C. French, Mary Elizabeth Herring, and Elaine F. Dannefer. "Fairness: the hidden challenge for competency-based postgraduate medical education programs." Perspectives on Medical Education 6, no. 5 (2017): 347–55. http://dx.doi.org/10.1007/s40037-017-0359-8.

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Kivivuori, Janne, and Venla Salmi. "The Challenge of Special Needs Education in School-Based Delinquency Research." Journal of Scandinavian Studies in Criminology and Crime Prevention 10, no. 1 (2009): 2–17. http://dx.doi.org/10.1080/14043850902814530.

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Prendes-Espinosa, M. Paz, Víctor González-Calatayud, and José Luis Serrano. "Digital Entrepreneurship Education: a challenge for competency-based training in universities." Innoeduca. International Journal of Technology and Educational Innovation 11, no. 1 (2025): 29–46. https://doi.org/10.24310/ijtei.111.2025.20547.

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This article focuses on the analysis of digital entrepreneurship as a transversal competence for university students. We take as a starting point the EmDigital (Digital Entrepreneurship) model that includes four areas of competence. The aim of the study was to analyse the digital entrepreneurship competence of final-year university students. It is a mixed research that includes a survey of university students (representative cluster sampling) and interviews with successful digital entrepreneurs (non-probabilistic convenience sampling). Two ad hoc instruments have been used and previously valid

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Taousanidis, Nikolaos I., and Myrofora A. Antoniadou. "The Greek Challenge in Work-Based Learning." Industry and Higher Education 22, no. 3 (2008): 177–82. http://dx.doi.org/10.5367/000000008784867192.

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Work-based learning is generated, controlled and used within a community of practice and brings new understanding to pedagogical principles as the role of worker becomes also that of learner. This paper presents a series of opportunities of this type of learning, which even enables students to work at a distance, using open-learning techniques, as self-managed learners in their work-related context. The author analyses the legitimacy of work-based knowledge in a higher education setting: this is crucial in understanding the differences and similarities both within the field of work-based learn

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Yang, Zhi, Ying Zhou, Joanne W. Y. Chung, Qiubi Tang, Lian Jiang, and Thomas K. S. Wong. "Challenge Based Learning nurtures creative thinking: An evaluative study." Nurse Education Today 71 (December 2018): 40–47. http://dx.doi.org/10.1016/j.nedt.2018.09.004.

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Salo, Age, Krista Uibu, Aino Ugaste, and Helena Rasku-Puttonen. "The challenge for school-based teacher educators: establishing teaching and supervision goals." Teacher Development 23, no. 5 (2019): 609–26. http://dx.doi.org/10.1080/13664530.2019.1680426.

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Van Melle, Elaine, Andrew K. Hall, Daniel J. Schumacher, et al. "Capturing outcomes of competency-based medical education: The call and the challenge." Medical Teacher 43, no. 7 (2021): 794–800. http://dx.doi.org/10.1080/0142159x.2021.1925640.

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Hofmann, Urs, Julian Ferchow, and Mirko Meboldt. "Enhancing design for additive manufacturing education through a performance-based design challenge." Procedia CIRP 119 (2023): 728–33. http://dx.doi.org/10.1016/j.procir.2023.02.163.

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López-Fernández, D., P. Salgado Sánchez, J. Fernández, I. Tinao, and V. Lapuerta. "Challenge-Based Learning in Aerospace Engineering Education: The ESA Concurrent Engineering Challenge at the Technical University of Madrid." Acta Astronautica 171 (June 2020): 369–77. http://dx.doi.org/10.1016/j.actaastro.2020.03.027.

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Kenny, Nuala P., and Brenda L. Beagan. "The patient as text: a challenge for problem-based learning." Medical Education 38, no. 10 (2004): 1071–79. http://dx.doi.org/10.1111/j.1365-2929.2004.01956.x.

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Morrissey, John, Alma Clavin, and Kathy Reilly. "Field-based learning: the challenge of practising participatory knowledge." Journal of Geography in Higher Education 37, no. 4 (2013): 619–27. http://dx.doi.org/10.1080/03098265.2013.794333.

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Pyle, Angela, Christopher DeLuca, Erica Danniels, and Hanna Wickstrom. "A Model for Assessment in Play-Based Kindergarten Education." American Educational Research Journal 57, no. 6 (2020): 2251–92. http://dx.doi.org/10.3102/0002831220908800.

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Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Results uncovered seven different assessment pathways by which teachers mobilized learning goals through play pedagogies and assessment. Based on these

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Meyer, Debra K., Julianne C. Turner, and Cynthia A. Spencer. "Challenge in a Mathematics Classroom: Students' Motivation and Strategies in Project-Based Learning." Elementary School Journal 97, no. 5 (1997): 501–21. http://dx.doi.org/10.1086/461878.

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Pérez-Rodríguez, Roberto, Rafael Lorenzo-Martin, Carlos A. Trinchet-Varela, et al. "Integrating Challenge-Based-Learning, Project-Based-Learning, and Computer-Aided Technologies into Industrial Engineering Teaching: Towards a Sustainable Development Framework." Integration of Education 26, no. 2 (2022): 198–215. http://dx.doi.org/10.15507/1991-9468.107.026.202202.198-215.

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Introduction. Teaching industrial engineering in the second decade of the 21st century requires problem-solving and decision-making competencies oriented towards sustainable development. The growth of information metrics, the Internet of Things, virtual and augmented reality, and Artificial Intelligence bring more diverse, complex and imprecise challenges. This article aims to show a framework employing Challenge-based-learning, Project-based-learning and Computer-Aided technologies as dynamic resources supporting the comprehensive teaching of industrial engineers for industrial solutions orie

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Scheunpflug, Annette. "Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education." International Journal of Development Education and Global Learning 3, no. 3 (2010): 29–44. http://dx.doi.org/10.18546/ijdegl.03.3.03.

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This article discusses teaching competencies for global education, beginning with an outline of some of the challenges for orientation and learning which are the result of rapid globalisation. An example of a situation in a recent class is used to illustrate the kinds of professional challenges that teachers encounter, including those related to dealing with paternalism, complexity and insecurity. The consequences of these challenges for teacher education are then outlined. Finally, the discussion highlights a number of areas of research which are needed in the future and suggest a framework f

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Swallow, Veronica, Charlotte Clarke, Sally Iles, and Jane Harden. "Work based, lifelong learning through professional portfolios: Challenge or reward?" Pharmacy Education 6, no. 2 (2006): 77–89. http://dx.doi.org/10.1080/15602210600682228.

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Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, Norris B. Phillips, and Johnell Bentz. "Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity." Exceptional Children 60, no. 6 (1994): 518–37. http://dx.doi.org/10.1177/001440299406000605.

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This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning. Forty general educators, each of whom had at least one student with an identified learning disability for math instruction, were randomly assigned to three groups: CBM with classwide reports that summarized information and provided instructional recommendations, CBM with reports but without recommendations, and contrast (no CB

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Vasconcelos, Maria João, Helena Caspurro, and Nilza Costa. "Problem-based Learning: Composing in the classroom as a music learning challenge." Revista Electrónica de LEEME 52 (December 4, 2023): 111. http://dx.doi.org/10.7203/leeme.0.26865.

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El Aprendizaje Basado en Problemas (ABP), uno de los modelos centrados en el estudiante, prioriza el aprendizaje cooperativo/basado en desafíos, los docentes como “facilitadores” y procesos de evaluación formativa. En música, la búsqueda de formas para mejorar la (co)construcción del aprendizaje y respuestas complementarias a los métodos expositivos resuena con propuestas de composición, algunas de las cuales se han incorporado en los planes de estudios de Educación Musical en Portugal. Lo que caracteriza el ABP, qué datos existen sobre su aplicación y qué vínculos podemos establecer con el ap

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Vasconcelos, Maria João, Helena Caspurro, and Nilza Costa. "Problem-based Learning: Composing in the classroom as a music learning challenge." Revista Electrónica de LEEME 52 (December 4, 2023): 111. http://dx.doi.org/10.7203/leeme.52.26865.

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El Aprendizaje Basado en Problemas (ABP), uno de los modelos centrados en el estudiante, prioriza el aprendizaje cooperativo/basado en desafíos, los docentes como “facilitadores” y procesos de evaluación formativa. En música, la búsqueda de formas para mejorar la (co)construcción del aprendizaje y respuestas complementarias a los métodos expositivos resuena con propuestas de composición, algunas de las cuales se han incorporado en los planes de estudios de Educación Musical en Portugal. Lo que caracteriza el ABP, qué datos existen sobre su aplicación y qué vínculos podemos establecer con el ap

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Slack, Anita J., and Katheryn Fernandez. "PICO Ultimate Challenge: Developing Information Literacy Skills for Evidence-Based Practice." Journal of Nursing Education 62, no. 7 (2023): 428. http://dx.doi.org/10.3928/01484834-20230509-09.

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Morselli, Daniele, and Guido Orzes. "Evaluating an interfaculty entrepreneurship program based on challenge-based learning through the EntreComp framework." International Journal of Management Education 21, no. 3 (2023): 100869. http://dx.doi.org/10.1016/j.ijme.2023.100869.

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Portuguez Castro, May, and Marcela Georgina Gómez Zermeño. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education." Sustainability 12, no. 10 (2020): 4063. http://dx.doi.org/10.3390/su12104063.

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Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in

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46

Heliker, Diane. "Meeting the Challenge of the Curriculum Revolution: Problem-based Learning in Nursing Education." Journal of Nursing Education 33, no. 1 (1994): 45–47. http://dx.doi.org/10.3928/0148-4834-19940101-13.

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47

Coelho, Pablo A., Federico Casanello, Naudy Leal, et al. "Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education." Applied Sciences 14, no. 21 (2024): 9746. http://dx.doi.org/10.3390/app14219746.

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Incorporating Industry 4.0 technologies in higher education is crucial for preparing future engineers in a digitalized industrial environment. A challenge-based educational model and the agile Scrum methodology were implemented to move in this direction, combined with the use of Industry 4.0 technologies. New physical and virtual laboratories were enabled with Industry 4.0 hardware/software equipment. The engineering academic programs at the second-largest university in Chile were modified, and all the academic staff involved were trained. Based on conducting challenges that Industry 4.0 techn

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Kurikka, Joona, Tuuli Utriainen, and Lauri Repokari. "Challenge based innovation: translating fundamental research into societal applications." International Journal of Learning and Change 8, no. 3/4 (2016): 278. http://dx.doi.org/10.1504/ijlc.2016.081642.

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M., Kannan, and Rasheedha R. "ZEALOUS PRO-FOUNDRY: CLOUD-BASED CODING AND MCQ CHALLENGE HUB." International Journal of Advanced Research 13, no. 03 (2025): 1191–97. https://doi.org/10.21474/ijar01/20667.

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The evolution of online coding platforms has transformed the learning environment for programming students. However, existing platforms often lack comprehensive post-assessment documentation, detailed feedback, and performance reports. This paper presents the development of a cloud-based platform named Zealous Pro-Foundry, built using the MERN stack (MongoDB, Express.js, React, Node.js) to provide coding challenges, MCQ tests, real-time feedback, and auto-generated certificates under Digital Service Management System (DSMS). The platform aims to bridge the gap in practical programming educatio

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Gudonienė, Daina, Agnė Paulauskaitė-Tarasevičienė, Asta Daunorienė, and Vilma Sukackė. "A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL." Sustainability 13, no. 15 (2021): 8495. http://dx.doi.org/10.3390/su13158495.

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Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of co

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