Challenge based learning in higher education- A systematic literature review

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

Automated summary

This review analyzed the patterns of Challenge Based Learning (CBL) in higher education from 2009 to 2020, highlighting a shift towards CBL as a method for adult learning transformation. However, a critical and scientifically grounded approach towards learning was found to be lacking in the reviewed papers.