Challenge-based learning as a didactic strategy in higher education

Abstract

Objective: To conduct a review of articles on the use of challenge-based learning (CBL) as a didactic strategy in higher education. Methodology: A systematic review was carried out using the PRISMA-NMA method. The search yielded 812 results from national and international articles in various reliable databases. After applying inclusion and exclusion criteria, 27 publications related to the research objective were selected. Results: The reviewed studies showed that CBL fosters the development of specific, transversal, sustainable, and emotional competencies in students. Additionally, it was found that the implementation of evaluation tools, such as checklists and rubrics, is effective for assessing student progress. CBL also promotes creativity, problem-solving, and teamwork, which are key aspects in the training of professionals in higher education. Conclusions: CBL is an effective didactic strategy that enables facilitators to build diverse competencies in future professionals, adapting evaluation tools to the specific needs of each educational context.