Defining key components of Challenge Based Learning in engineering education: a review study

Challenge Based Learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about its key components. We aim to address this gap, by systematically reviewing the empirical literature on the use of CBL in engineering education, published between 2010 and 2020. Four research databases were searched and a final set of 32 relevant articles was identified. Using the spider web curriculum framework, the articles were analyzed according to the rationale, aims and objectives of CBL, the learning activities, materials and resources used, location and time of CBL implementation, teachers’ role in learning and assessment. The review findings reveal a great variance in the conceptualization, implementation and assessment of CBL. In all studies, the starting point for students’ learning was an open-ended and ill-defined socio-technical problem that required the proposal or development of a concrete solution. In complex CBL designs, real stakeholders were involved in all stages of CBL and a multidisciplinary approach was expected for the development of the solution. Students’ learning was hands-on, collaborative and self-directed, while teachers’ roles shifted towards coaching. The assessment of students’ processes and products included formative and summative methods. According to the findings, the adoption of CBL can facilitate engineering students’ development and application of content knowledge, development of professional skills and foster students’ motivation and engagement in the learning process. Limitations of the review and implications of the findings for educational practice and research are discussed.