Advancing a Design Thinking Approach to Challenge-Based Learning

Abstract

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

Citation

Gerardou, F.S., Meriton, R., Brown, A., Moran, B.V.G. and Bhandal, R. (2022), "Advancing a Design Thinking Approach to Challenge-Based Learning", Vilalta-Perdomo, E., Membrillo-Hernández, J., Michel-Villarreal, R., Lakshmi, G. and Martínez-Acosta, M. (Ed.) The Emerald Handbook of Challenge Based Learning, Emerald Publishing Limited, Leeds, pp. 93-129. https://doi.org/10.1108/978-1-80117-490-920221005