Education for Sustainability Through Challengebased Learning: The Understanding of Sustainability as a Transversal Competence
Academic Article in Scopus
Education for sustainable development requires innovative pedagogies to equip students with the competencies to address complex environmental challenges. This study examines the use of ChallengeBased Learning (CBL) to foster an understanding of sustainability as a transversal (cross-cutting) competence among undergraduates at a private university in Mexico, within a global sustainability context. An extensive literature review highlights the importance of real-world, collaborative learning in developing critical thinking, problem-solving, and cooperative skills essential for sustainability. Over two semesters, the CBL intervention engaged students in addressing real-world challenges, including energy consumption, waste management, water conservation, pollution control, and plastic reduction. Students (N¿150) worked in teams to develop 36 original projects targeting these issues. A mixed-methods approach was employed to evaluate outcomes, including pre- and post-surveys of sustainability knowledge and skills, as well as qualitative reflections. Results showed statistically significant gains in students' self-reported sustainability competencies, including a 48 % increase in understanding of sustainability concepts and a 53 % improvement in their ability to propose practical environmental solutions. Additionally, 80 % of students agreed that CBL made sustainability more tangible and personally meaningful than traditional classes. The results of this study revealed that CBL is an effective pedagogy for sustainability education, bridging theoretical knowledge with practical action and fostering the holistic competencies needed to advance sustainable development.
