A methodology that transforms education through real, complex challenges.
Challenge-Based Learning (CBL) is a pedagogical approach that engages students in solving real, complex problems. Unlike traditional learning, students tackle open-ended challenges that require innovative and multidisciplinary solutions.
This methodology was initially popularized by Apple in 2008 as part of its "Apple Classrooms of Tomorrow—Today" initiative and has evolved to become an educational approach adopted by innovative higher education institutions worldwide.
Fosters critical thinking and complex problem-solving
Develops collaboration and communication skills
Connects academic learning with the real world
Prepares students for 21st-century challenges
The pillars that support Challenge-Based Learning as a transformative methodology.
Students work with authentic problems that affect communities, organizations or the world, not hypothetical cases. This creates a sense of relevance and purpose.
Complex challenges require integrating knowledge and skills from multiple disciplines, breaking down the traditional silos of academic knowledge.
Working in diverse teams is essential, promoting collaboration, the exchange of ideas and the joint construction of innovative solutions.
A structured approach to tackling complex real-world problems.
Students identify a real, relevant problem or challenge, usually in collaboration with external organizations or communities.
Teams research, analyze and develop possible solutions to the challenge, applying knowledge from multiple disciplines.
Students implement their solutions in real contexts and evaluate their impact, reflecting on the process and results.
Challenger Universities that have adopted Challenge-Based Learning as a fundamental part of their educational model.
Minerva implements a challenge-based approach through its Forum technology platform, where students tackle complex problems while moving through different cities around the world.
Challenge example:
Develop strategies to mitigate the impact of climate change on vulnerable communities in San Francisco, collaborating with local organizations.
LIS organizes its entire curriculum around complex real-world problems, collaborating with organizations such as the NHS and Google to pose significant challenges to its students.
Challenge example:
Design solutions to improve the accessibility and efficiency of the British healthcare system, working directly with NHS professionals.
Quest implements a curriculum centered on questions and problem-solving with an intensive block system, where each 3.5-week course focuses on a specific challenge.
Challenge example:
Explore solutions for the conservation of local ecosystems in British Columbia, working with Indigenous communities and environmental organizations.
Practical example of how a Challenge-Based Learning process unfolds
An interdisciplinary team of LIS students faced the challenge of designing sustainable mobility solutions to reduce congestion in London, in collaboration with the city council and transport companies.
Challenge identification
Traffic data analysis, citizen interviews and mobility problem mapping.
Interdisciplinary exploration
Study of urbanism, technology, behavioral psychology, economics and environmental sustainability.
Solution development
Creation of an app combining public transport, bicycles and optimized pedestrian routes.
Implementation and evaluation
Pilot in a London district with 18% traffic reduction and 23% increase in sustainable transport use.
How does Challenge-Based Learning differ from other innovative pedagogical approaches?
| Aspect | Challenge-Based Learning | Project-Based Learning | Problem-Based Learning |
|---|---|---|---|
| Starting point | A real, open-ended challenge or problem | A project with defined objectives | A specific problem with established parameters |
| Final product | Not predefined, emerges from the process | Defined from the start in most cases | Defined, usually a specific solution to the problem |
| Focus | Innovative solutions to complex problems | Creation of a specific product or outcome | Problem-solving process |
| Real-world connection | Very high, with direct impact | High, but can be simulated | Moderate, often case studies |
| Interdisciplinarity | Integral and necessary | Common but not always necessary | Variable depending on the problem |
| External collaboration | Frequent with organizations and communities | Possible but not essential | Less common |
Complementary material to deepen your understanding of Challenge-Based Learning
Challenge Based Learning: A Classroom Guide
Apple Inc. (2011)
Challenge-Based Learning: An Approach for Our Time
Johnson, L. F., Smith, R. S., et al. (2009)
Educar por competencias en la universidad
Poblete, M., & Villa, A. (2007)
BeChallenge
Platform specialized in implementing challenge and project-based learning in innovative educational environments
Challenge Based Learning Framework
Resources and guides for implementing educational challenges
Digital Promise
Organization that promotes educational innovation through challenges
Forum (Minerva Universities)
Technology platform for active challenge-based learning
Challenge Based Learning at LIS
Documentation of interdisciplinary projects at London Interdisciplinary School
Minerva's Global Challenges
Collection of global challenges tackled by Minerva University students
Quest University Block Programs
Analysis of the implementation of the block and challenge system at Quest
"Challenge-Based Learning not only prepares students to solve existing problems, but empowers them to identify and address future challenges we cannot yet anticipate."
Dr. Diana Oblinger, former President of EDUCAUSE
