Challenge-Based Learning in University Students: a Systematic Review
DOI:
https://doi.org/10.35997/unaciencia.v18i35.1230Keywords:
active methodologies, academic performance, challenge-based learning, university studentsAbstract
Objective: Systematically analyze the available evidence on the impact of challenge-based learning on the academic performance of university students compared to teaching methodologies that do not apply this strategy. Methodology: A systematic review was conducted using the PRISMA method. The inclusion criteria for the articles were as follows: publication within the 2020-2024 timeframe, focus on university/higher education, written in Spanish and English, quantitative, and retrieved from the EBSCO, ERIC, and Google Scholar databases. The search yielded a total of 906 studies, with 16 articles selected according to the research objective. Results: The systematic review presents challenge-based learning (CBL) as an excellent methodology that significantly contributes to the improvement of academic performance in university students, as well as to the strengthening of various soft skills. Conclusions: The didactic methodology of challenge-based learning in higher education is transformative; it enhances student engagement and participation and is effective in knowledge acquisition by linking real-world challenges to academic training. It offers advantages such as overcoming common academic barriers and promotes competencies like critical thinking, creativity, adaptability, and social commitment, while also improving academic performance. The results highlight that, as progress is made in restructuring organizational, curricular, and pedagogical dynamics, its impact will be maximized, positioning students as active leaders of their educational and professional journey within today’s dynamic global contexts.
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