abstract
- Purpose ¿ This study aims to address the persistent knowledge¿action gap in sustainability education by implementing challenge-based learning (CBL) to transform students¿ theoretical awareness into applied competencies. Design/methodology/approach ¿ A diagnostic survey (n = 108) assessed students¿ sustainability knowledge, followed by two redesigned interdisciplinary undergraduate courses (n = 142) using the CBL framework. Students worked in 36 teams on real-world challenges. Pre¿post surveys, knowledge quizzes and qualitative feedback were analyzed. Findings ¿ Students¿ self-reported sustainability understanding increased by ~48%, while their perceived ability to propose solutions rose by ~53% (p < 0.001). Objective knowledge scores improved significantly. Qualitative results highlighted enhanced motivation, collaboration and agency. Research limitations/implications ¿ Results are based on a single private Mexican university and short-term assessments. Longitudinal studies are needed to evaluate retention and real-world transfer of competencies. Practical implications ¿ CBL provides a replicable framework for integrating sustainability into diverse curricula. Universities can adapt this approach to foster active, interdisciplinary engagement and improve graduate employability. Social implications ¿ Student-led projects extended beyond campus, engaging local communities and stakeholders in tangible sustainability initiatives, thereby bridging the campus¿community gap. Originality/value ¿ This study offers empirical evidence from Latin America on how CBL can effectively transform sustainability from an abstract concept into a lived, actionable competence.