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 Academic Article in Scopus uri icon

abstract

  • The mCBL (multi-Challenge-Based Learning) framework, a collaborative effort, was presented at EDUCON 2024. The fruitful discussion led to refining the framework's objectives and tools. The mCBL is strategically designed to bridge the gap between academic learning and practical application by involving multiple actors, such as training partners, mentors, experts, and students. This report presents an analysis of applying a new phase of the mCBL where specific methodological improvements were incorporated. First, real problems relevant to the industry were identified, defined, and addressed within the framework of the mCBL course. These challenges are aligned with current industry trends, needs, and future directions, ensuring their relevance and benefit, as well as the development of graduate competencies. Research agreements that clearly defined roles, responsibilities, timelines, and expected results were also formalized. The contributions of all parties were specified, detailing the resources, expertise, and support provided by the training partners, the university's infrastructure and academic guidance, and the students' participation, effort, and expected outcomes. We concluded that the training partner should participate in the initial challenge kick-off events by presenting the context to the students, explaining its importance and potential impact on the industry, and sharing inspiring success stories, case studies, and real-world applications. Additionally, the results of the final survey conducted on the model by students and the conclusions for the enrichment of the fundamental bases of the model are presented, such as the development of assessment rubrics as instruments to measure the impact of the development of the different challenges. The findings presented allow us to understand how the challenges within the mCBL framework influence student engagement and learning and identify best practices for integrating mCBL in various educational environments to maximize learning outcomes and student preparation for professional careers. © 2025 IEEE.

publication date

  • January 1, 2025