Conference Program

“Challenge-Based Learning (CBL) is an important innovation within the field of education that takes learning beyond traditional methods to provide students with authentic challenges and equips them with skills that they will use in their future careers. With its emphasis on critical thinking, collaboration and communication, CBL also provides valuable transversal skills that can be used in a wide range of situations and work settings such as to complement the specific skills and knowledge required to solve a specific challenge” (Dikilitas et al, 2025). Enacting this perspective, this paper reflects on the implementation of CBL within university programs, specifically focusing on blended intensive programs (BIPs) and courses conducted at the School of Innovation (SOI) since 2020. These courses are designed to equip students with transdisciplinary tools to address the European Union’s most pressing challenges—Inclusion, Diversity, and Sustainability—through a proactive, future-oriented approach.

By discussing the social and community impacts of this pedagogical innovation, the authors present outcomes from programs designed to strengthen younger generations' reflection on the community impact of global socio-political transitions. Our core contribution is to propose CBL as a ‘catalyst’ for social innovation, guiding students and teachers toward a resilient approach to current economic and technological transformations. In these innovative programs, educators can teach young people to view the future as a "tool for emancipation" (Appaduraj, 2013) and develop a sense of agency regarding unforeseen alternatives.To develop these anticipatory skills, students must build confidence in their ability to engage with knowledge (Engstrom, 1994) and address the social aspects of learning, such as cooperation and the negotiation of meanings and study practices. Through CBL group practices, students also learn to navigate cultural differences in communication and teamwork, improving their civic attitudes and relational skills.

Furthermore, implementing CBL requires active societal engagement from both students and teachers, demanding a shift in attitude toward knowledge creation processes and circulation. This effort is essential when involving external stakeholders—such as NGOs and local companies— in their projects and is at the heart of effective global collaboration. Ultimately, introducing CBL in university curricula generates impacts that transcend the academic community (Kazemier et al., 2021), fostering a generation of "transdisciplinary social entrepreneurs" capable of navigating complex socio-political crises with empathy and participative agency.