Professors Marisol Galdames-Calderón and David Rodríguez-Gómez from CRiEDO have published the article “Real Challenges, Real Learning: The Role of Teachers in Challenge-Based Learning” in the UAB Research Dissemination Journal.
This study explores an innovative teaching and learning methodology: Challenge-Based Learning (CBL), a methodology that places students in front of real problems with the aim of developing skills such as critical thinking, creativity, and teamwork.
But what role do teachers play in this learning model? This is the central question addressed by the authors, analyzing the strategies used by teachers to turn CBL into an effective and enriching learning experience.
As part of the D-EMIND project, the research team conducted a systematic review of 20 academic studies published between 2013 and 2023 in prominent databases such as Web of Science and Scopus. To ensure a rigorous analysis, the PRISMA method was followed, ensuring a structured and reliable evaluation process.
The study identifies four key areas where teachers can have a significant impact:
- Pedagogical approach: Teachers move away from the traditional role of “knowledge transmitters” and become guides who facilitate active learning, collaboration, and creative problem-solving.
- Technological integration: Digital tools play a fundamental role in CBL, enriching learning experiences and preparing students for a professional environment where technological skills are essential.
- Industry and professional engagement: Through collaboration with professionals and companies, teachers can present real challenges that link theoretical knowledge with practical applications, improving students’ employability.
- Support and development: Teachers play a key role in motivating students, fostering their autonomy, and supporting them in overcoming difficulties. It is also essential for teachers to receive continuous training to adapt to these new methodologies.
Despite the many benefits, the article also highlights some challenges, such as the mindset shift that both teachers and students must undergo to adapt to this active and participatory approach.
This study demonstrates that CBL not only prepares students to face real problems but also transforms the role of teachers, turning them into facilitators of dynamic and collaborative learning environments. However, the authors emphasize that more research is needed to optimize the implementation of these practices.
If you want to read the full article, you can find it here.
