Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teachers’ experiences

Challenge-based learning (CBL) offers a promising approach for integrating education for sustainable development (ESD) in secondary schools. However, despite the growing body of knowledge on the implementation of CBL in higher education, less is known about its implementation in secondary education. This qualitative study investigated how secondary education teachers implement CBL using an adapted CBL compass, collecting data through semi-structured interviews with teachers (n = 8) and observations of teachers interacting in professional learning communities (n = 26). Results indicated that CBL in secondary schools involves meaningful, real-life challenges aligned with students’ interests, fostering citizenship skills and disciplinary knowledge through a student-centered approach, with teachers acting as coaches. Despite enthusiasm for CBL for ESD, teachers faced obstacles such as overloaded curricula, inflexible learning outcomes, and logistic issues in interdisciplinary collaboration. These findings can guide educators in overcoming these obstacles and encourage curriculum integration of ESD using CBL.