Conference Program

Our contribution explores the experience of two Educational Learning Offers (ELOs) at the School of Innovation (SOI), University of Trento, integrated into the broader offer of the European Consortium of Innovative Universities (ECIU). The ELOs were designed around challenges faced by two startups working with microalgae (microscopic organisms with potential applications in CO₂ capture and the circular economy). While the content was primarily scientific, technological, and economic, our focus here is methodological.

Specifically, we experimented with:

Integrating Challenge-Based Learning (CBL) with futures studies tools, such as the Futures Wheel and the Futures Cone, to provide students with structured approaches for critical thinking and scenario building. Starting from real-world challenges, the goal was to support students in exploring multiple futures, questioning assumptions, and imagining innovative solutions.

Creating a productive tension between divergent and convergent phases: educators encouraged exploration, creativity, and speculative thinking, while external partners (Challenge Providers) guided students toward feasible, actionable outcomes.

Through reflection on the two editions, we identify both the strengths and limitations of this model. We frame it as a form of “queering” educational spaces, in a broad sense: deliberately challenging traditional teaching practices and assumptions.

Ultimately, our contribution demonstrates that the synergy between CBL and futures studies can foster inclusive and transformative learning experiences. Students are empowered to become agents of change, capable of navigating ecological, technological, and social transitions. This model highlights the potential of higher education to equip learners with the knowledge, skills, and imagination necessary to design a more sustainable future.