ECIU: Challenge-Based Learning

Challenge-Based Learning in the ECIU

Challenge-Based Learning—or CBL for short—is a pedagogical concept and learning practice that focuses on the acquisition of competencies through self-directed learning an collaboration. Working in interdisciplinary teams and supported by educators (who act here as learning facilitators and co-learners, or “teamchers”), participants develop solutions to real-world societal challenges. To do so, they go through a cycle (or multiple cycles) in CBL consisting of three phases:

ENGAGE! The starting point is a comprehensive, still rather abstractly formulated vision or “big idea” with actual societal relevance—examples might include “climate justice,” “an accessible campus,” or “AI literacy for older adults”… Within such deliberately broad thematic frameworks, the learners then look for an aspect or problem that they find particularly interesting and, at the same time, realistic to tackle—in short, a “challenge” they would like to work on together, that is, in multidisciplinary teams.

INVESTIGATE! Team members conduct research, acquire additional knowledge, discuss and combine their different disciplinary perspectives, and/or (temporarily) bring in external expertise. In this way, the teams build the foundation of knowledge and action needed to design innovative, practical, and sustainable solutions for their challenge.

ACT! Now it’s time to develop and implement the solution—whether that means building a certain tool, carrying out a specific action, or launching a campaign… Whatever the teams have developed is applied and tested in a real-world setting. This also includes evaluating the resulting products and the outcomes achieved.

Autonomy and Guidance

Ongoing reflection, discussion, and feedback are integral parts of the CBL process—both within the teams and in discussions with the team teachers and other stakeholders. This also includes discussing and documenting expectations, work progress, difficulties, and (interim) results.

Although the Engage, Investigate, and Act phases build on one another, they do not always have to—or even can—be carried out in a linear or cyclical manner—for example, if it becomes apparent during the Act phase that the planned project cannot be implemented as intended and that further research is needed to develop a new plan, a (temporary) return to the Investigate mode should be possible.

The role of the teamcher (the faculty member guiding the learning process) is primarily to guide and accompany the students through the process and to support the team members by offering them knowledge, practical advice, and feedback on topics such as how to

find and shape the particular project to work on
communicate and collaborate within the team
contact stakeholders and present results.

Multiple Perspectives and Competencies

CBL is built on interdisciplinarity; on collaboration among students from different degree programs, faculties, and academic cultures. Furthermore, teamwork should also involve external partners such as researchers, companies, NGOs, and communities. CBL also aims to be open to continuous learners who are not (or no longer) enrolled in formal studies—or who do so only occasionally—and who contribute their professional and life experiences to the teams.

CBL thus has the potential to bring together a wide range of fields of knowledge, forms of knowledge, and knowledge producers. And not just at the local level: the learning opportunities offered by ECIU University connect students, faculty, and regions from eleven European partner universities.

This is because on the one hand, the social challenges of the present and future require multidimensional analyses, transnational collaboration, and complex solutions.

On the other hand, CBL deliberately demands a high degree of communication and interaction—both within the diverse teams and with the “outside world” beyond the university. This offers participants the opportunity to acquire extensive personal and social skills, as well as a wealth of experience that extends far beyond everyday student life.