A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL

Daina Gudonienė, Agnė Paulauskaitė-Tarasevičienė, Asta Daunorienė and Vilma Sukackė
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Daina Gudonienė: Faculty of Informatics, Kaunas University of Technology, Studentų St. 50, LT-51368 Kaunas, Lithuania
Agnė Paulauskaitė-Tarasevičienė: Faculty of Informatics, Kaunas University of Technology, Studentų St. 50, LT-51368 Kaunas, Lithuania
Asta Daunorienė: EDU_Lab, Kaunas University of Technology, K. Donelaičio St. 73, LT-44249 Kaunas, Lithuania
Vilma Sukackė: Faculty of Social Sciences, Kaunas University of Technology, Arts and Humanities, A. Mickevičiaus St. 37, LT-44244 Kaunas, Lithuania

Sustainability, 2021, vol. 13, issue 15, 1-19

Abstract: Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.

Keywords: challenge-based learning; SDG learning; sustainability; higher education; learning pathways (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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