Active Learning Approaches to Sustainability Education: The Role of Challenge-Based Learning

New findings in the world of learning and teaching futures

Photo by Sarah Dorweiler on Unsplash

An international team of educators has found that active learning methods, such as problem-based learning, project-based learning, and challenge-based learning, are necessary for engineering students to develop the skills to tackle global issues. Among these methods, the researchers found that

challenge-based learning is particularly suitable for sustainability education, which requires a contextual, problem-oriented, reflective, interdisciplinary, collaborative, participatory, ethical, and empowered learning environment.

Problem-based learning involves students working together to solve a real-world problem. This approach is often used in science and engineering courses, as it helps students develop critical thinking and problem-solving skills and promotes collaboration and teamwork. Project-based learning involves students completing a long-term project that requires them to apply their knowledge and skills to a real-world problem or challenge. This approach is often used in arts and humanities courses, as it allows students to express their creativity and make connections between their learning and the world around them.

Challenge-based learning is divided into three interconnected phases: Engage, Investigate, and Act.

Engage

In the Engage phase, students are introduced to a challenge through a process of essential questioning. This involves identifying a "Big Idea" - a broad concept that can be explored in multiple ways and is relevant to the students and the larger community - and asking personal and contextual questions about it to narrow and personalise the focus. The end result is a single, actionable challenge that is relevant to the individual or group.

Investigate

In the Investigate phase, students plan and participate in a journey that builds the foundation for potential solutions and addresses academic requirements. To do this, they develop guiding questions that will help them learn about the subject and identify potential solutions, and use a variety of activities and resources to answer these questions. The findings from these activities provide a foundation for identifying solutions in the next phase.

Act

Finally, in the Act phase, students develop and implement evidence-based solutions with an authentic audience, and then evaluate the results. They begin by using the design cycle to prototype, test, and refine their solution concepts, and then implement the solution in a real setting with an authentic audience. The age of the students and the amount of time and resources available will guide the depth and breadth of the implementation. Finally, students evaluate the effectiveness of the solution, make adjustments as needed, and deepen their subject area knowledge.