Understanding the Complex Role of Coaches in Transdisciplinary Challenge-Based Learning

Adele Selma Ferrario, Gemma O’Sullivan, Helena Josefina Maria Pennings and Daniela C. F. Salvatori ()
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Adele Selma Ferrario: Anatomy and Physiology, Department Clinical Sciences, Faculty of Veterinary Medicine, Utrecht University, 3584 CL Utrecht, The Netherlands
Gemma O’Sullivan: Copernicus Institute of Sustainable Development, Utrecht University, 3584 CB Utrecht, The Netherlands
Helena Josefina Maria Pennings: Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, 3584 CG Utrecht, The Netherlands
Daniela C. F. Salvatori: Anatomy and Physiology, Department Clinical Sciences, Faculty of Veterinary Medicine, Utrecht University, 3584 CL Utrecht, The Netherlands

Sustainability, 2025, vol. 17, issue 17, 1-15

Abstract: Transdisciplinary challenge-based learning (T-CBL) has emerged as a transformative educational approach in life sciences and sustainability education, promoting the development of students as change agents. T-CBL engages learners from diverse disciplines in addressing real-life challenges—such as environmental, societal, and ethical issues—through collaboration with both academic and extra-academic actors. However, the role of coaches, who are often key academic actors within T-CBL, remains insufficiently defined and under-evaluated. In this study, 18 coaches from six T-CBL courses offered by an alliance of four Dutch universities were surveyed using a combination of baseline questionnaires and semi-structured interviews to explore their perceptions of their role within T-CBL. Coaches described their role as versatile and complex. Beyond assigning grades, they were responsible for providing feedback on group processes and individual students’ development, including self-reflection, personal goal setting, and overall well-being. Support offered by coaches primarily focused on cognitive processes and social dynamics, rather than content-specific guidance. Regarding preparation for the coaching role, most coaches reported having received no formal training and expressed feeling insufficiently prepared. The findings indicate a need for further investigation into the role of coaches in relation to other actors involved in T-CBL, with the ultimate aim of identifying factors to consider in designing T-CBL courses, including determining which actors to involve and how to prepare them for their respective roles.

Keywords: transdisciplinary challenge-based learning (T-CBL); coaching strategies; professional learning; transdisciplinary education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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