Empowering Entrepreneurial Competencies through Challenge-Based Learning

Résumé fourni par la source

Challenge-based learning (CBL) has emerged as an innovative pedagogical framework that emphasises experiential, student-centred learning to address complex, real-world problems. Drawing upon constructivist theories, CBL fosters the development of critical thinking, collaboration, creativity, and self-directed learning by engaging learners in meaningful challenges that connect academic content with social needs. Therefore, this study aims to explore the implementation of CBL within the context of the Business Simulation course, a curricular component of the Bachelor’s degree in Business Sciences at the School of Management and Technology, Polytechnic of Porto, Portugal. The main purpose is to examine the pedagogical impact, methodological structure, and practical implications of integrating CBL into a higher education business curriculum. Adopting a reflexive case study design, this research focused on a critical analysis of the experiences of both students and educators throughout the implementation of CBL in a semester-long course. Data collection included direct observation, formative assessments, and reflective narratives, all of which were analysed within the framework of iterative teaching and learning processes. The outcomes demonstrated that CBL fostered higher levels of student engagement, encouraged entrepreneurial mindsets, and enhanced interdisciplinary skills, most notably in areas such as problem-solving, strategic decision-making, and digital innovation. Nevertheless, the study also revealed several challenges, including time limitations, the complexity of assessment procedures, issues in team coordination, and the initial difficulty faced by participants in adapting to the CBL methodology. Despite these constraints, the study reinforced the practical relevance of CBL and its potential for cross-disciplinary implementation, as well as its coherence with broader educational objectives.

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