Research Snapshot: Challenge-based learning
A practical guide to understanding and implementing challenge-based learning
Publication date: 21 January 2025
This open access book explores how challenge-based learning (CBL) transforms higher education pedagogy, by bridging sector-informed approaches together with student-driven learning. CBL democratises learning by repositioning students as co-creators of their educational journeys. CBL empowers students to make decisions on course content, learning outcomes, address real world challenges and develop critical skills for future careers.
The book provides a foundation for practitioners to understand CBL theory, complemented by case studies from diverse international contexts. These are categorised into micro, meso and macro level of implementation to highlight the flexibility of the learning model and provide practical guides for practitioners working with multidisciplinary, international teams.
The research showcases challenge-based learning's global diversity, featuring implementation in six countries, highlighting the benefits of international collaboration for educators and students alike.
Tim Marshall
Tim Marshall is a Project Advisor in the Higer Education Pedagogies unit (UniPed) at the University of Stavanger and a researcher in the learning model of challenge-based learning (CBL). He is the co-author of the 2025 publication ‘A Practical Guide to Understanding and Implementing Challenge-Based Learning’ (Palgrave Macmillan). He has been involved in many CBL implementations as a facilitator and mentor in both intra-curricular and extracurricular iterations. Tim also leads a work package on a four-year higher education project for the European Consortium of Innovation Universities (ECIU). His focus is on supporting learners’ needs through the development of personalised learner guidance models for students across the network involving both digital and face-to-face guidance. He also works as the lead for the ECIU user experience strategy and implementation. He has an MA in English Literature from University College London and a BA in English and American Literature from the University of Kent.
Key findings of the research:
- CBL research was historically concentrated in the USA and Mexico, with countries such as the Netherlands, Italy, and Spain following in the 2010s. Via our existing network in the European Consortium of Innovative Universities (ECIU), our research call to showcase CBL in underrepresented countries led to contributions from Sweden, Norway, Germany, Lithuania, and Ireland, plus vignettes from Denmark and the Czech Republic.
- Best practices in CBL involve international, multidisciplinary teams addressing a real-life societal challenge and therefore these case studies can serve as a resource and guide for practitioners planning similar courses.
- CBL often involves student mobility, fostering skills in international environments and engagement with local stakeholders. By showcasing these models, the book advances CBL as a vehicle of internationalisation of education.
