A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL

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 combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.

Automated summary

As higher education institutions implement challenge-based learning, particularly in engineering education, research on this method is limited. This paper bridges the gap by providing a case analysis of CBL implementation in a Master's engineering program focused on SDG 11. Findings show positive benefits and unique learning pathways in the SDG-11-focused course.