Challenge-Based Learning as a Catalyst for Global Competence: A Qualitative Study of Student Experiences in Two ENLIGHT Consortium’s Blended Learning Modules

Abstract

This qualitative study explores students’ perceptions regarding the potential of Challenge-Based Learning (CBL) to foster global competence within higher education, specifically within two blended learning modules offered by the European ENLIGHT consortium. Although widely applied in STEM, CBL’s effectiveness in non-STEM contexts, particularly for intercultural collaboration and societal responsibility, is less understood. Through thematic analysis of eight focus groups with 34 participants, key themes were identified. Results suggest that CBL promotes critical engagement with global issues, supporting the development of essential skills for an interconnected world. However, challenges in the blended format, such as difficulties in early-stage online collaboration, indicate that refining the instructional design could further optimize outcomes. This study contributes to a broader understanding of CBL’s role in global competence education and provides insights for optimizing its application in diverse academic contexts.

Keywords

challenge-based learning global competence intercultural collaboration blended learning higher education active learning

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