University institutions have the responsibility to promote the development of the competences necessary for students to be able to exercise active citizenship, both inside and outside the professional sphere. This is where entrepreneurial competence becomes relevant, as recognised by different governments and national and international organisations, as well as by different social sectors that perceive it as indispensable to face the challenges of a complex and uncertain future.
Challenge-Based Learning (CBL) is a methodological proposal that makes it possible to address the development of entrepreneurial competence, enabling students to apply their knowledge to evaluate and solve real problems and challenges, while proposing sustainable alternatives over time.Despite the fact that the use of RBA in university education is becoming increasingly widespread, there is little data available to assess the benefits and challenges presented by the use of CBL in university education.
There is also a lack of scientific basis for this learning methodology. The purpose of the RE-CREAT project is, therefore, to analyse the benefits and challenges that are being identified in the different experiences or pilot tests that are being carried out on ABR in our university.