abstract
- This research-to-practice study introduces a framework that integrates Challenge-Based Learning (CBL) with Experiential Learning (EL) to enhance Authentic Assessment (AA) in higher education. The key contribution is the structured alignment of Kolb's experiential cycle and AA principles (realism, cognitive challenge, and evaluative judgment) with the stages of CBL, emphasizing real-world challenges that mirror professional practice and support the development of core competencies in engineering students. A single case study implemented across six interdisciplinary modules in industrial engineering education at a private university in Mexico City illustrates the framework's use. Students executed process improvement projects in six small and medium-sized enterprises (SMEs). The findings suggest that the framework enhanced students' problem-solving and communication skills while meeting the intended learning goals. Nonetheless, limitations associated with the methodology and pedagogical integration restrict the broader application of these results. Future studies should explore cross-disciplinary comparisons and longitudinal tracking of competency development.