There is a way to approach learning and acquire new knowledge that differs from traditional teaching methods. It is an innovative pedagogical approach that allows students to tackle the subject matter through real-world cases—actual challenges—and apply in real time what they have already studied and what they are learning in the classroom and online.
Some of you may already be familiar with it:
we’re referring to challenge-based learning
Awareness of this approach and its implementation have grown in recent years, and challenge-based learning has also found fertile ground at the University of Trento. Through this innovative pedagogical approach, the School of Innovation has long engaged public and private organizations and a large number of students. The University is part of ECIU, an innovative European university alliance funded by the Erasmus+ program, which bases its educational offerings precisely on Challenge-Based Learning. Check it out here! In addition, the University of Trento hosts a Community of Practice dedicated to Challenge-Based Learning, where you can meet those who are already implementing this method in various ways (curricular courses, extracurricular activities, summer schools, hackathons), as well as those who want to learn more and find organizational support. You can learn more on the FormID website.
However, providing a precise definition remains a complex issue. There are, however, some clear, well-established points.
These allow us to describe Challenge-based learning as the pedagogical approach that enables the student community to tackle real-world problems proposed by an organization outside the academic environment (such as a government agency, a company, a non-profit, or a startup). In addition to presenting the challenge, it is important that the proposing organization (called the challenge provider) actively contributes to the learning process (by helping define the challenge, making itself available for mentoring sessions with students, facilitating at least one visit to relevant sites, recommending reading materials, and participating in key moments of the process, such as the final presentation of potential solutions to the challenge).
The learning process is also characterized by dividing students into multiple groups. In general, promoting diversity within groups is very important: by working in teams, students can enrich their specialized knowledge and also develop and/or strengthen those transferable skills (such as dialogue, active listening, and leadership) that are increasingly valued, even in the professional world. Furthermore, in study and research, collaboration among people with different geographical origins, cultural and educational backgrounds, genders, languages, and ages can lead to truly innovative solutions, the result of thinking together based on an unusual mix of experiences.
Finally, Challenge-based learning promotes a significant shift in the role of the teacher, who in this context is referred to as a Tea(m)cher. The Tea(m)cher is a coach, a tutor, and at the same time the coordinator of a variety of initiatives that go beyond traditional lectures. However, the teacher is not alone. Teaching in Challenge-based learning is a collaborative process, in which the lead teacher is supported by other experts - including external ones - who can contribute, for example, by delivering specialized content in dedicated sessions, providing logistical support, and/or guiding groups through the many stages that make up a challenge.
Have we piqued your interest? Come visit us at Via Tommaso Gar 16/2 in Trento. You can also write to soi-info@unitn.it or to your specific contact among those who bring the School of Innovation to life!
In the meantime, you can continue reading to learn more about Challenge-based learning.
Challenge-based learning involves a three-phase learning process. In the Engagement phase, participants move from a more or less abstract idea to a concrete challenge. What is important in this phase is that all participants have a clear understanding of the challenge they are facing, and the related issues they must explore, without rushing to outline any possible solutions.
In the next phase, called Investigation, participants in the challenge are engaged in gathering and analyzing information relevant to the development of their research path. During this phase of inquiry and study, students have broad autonomy in determining their direction, which is why they can delve deeper into the aspects they consider most relevant to their learning journey and to the challenge.
Finally, in the Action phase, each group presents its solution and defends its feasibility and sustainability. Each proposed solution is evaluated by a jury based on multiple criteria, such as the accuracy of the content presented, the group’s communication skills, the innovativeness of the idea, and its feasibility.
Are you interested in proposing a challenge? Write to soi-info@unitn.it or to your specific contact among those who bring the School of Innovation to life!
The challenges have covered marketing and greenwashing; transportation and mobility; the use of green technologies; opening new markets for innovative products; the development of new and sustainable services; and much more.
We are interested in challenges related to the SDGs (such as the circular economy, energy and sustainability, resilient communities, and transportation and mobility) as well as entrepreneurship, innovation, and technology.
At this page, you can find the challenges currently offered by the School of Innovation (keep an eye out for updates!) as well as past ones. Among the most recent, we invite you to explore → Biblio-Z: a library for Generation Z with the Trentino Library System → Back to the Future! with Alos Technology → Engaging with the Future with Mazingira Association → Trento Housing Community with Opera Universitaria.
Stay curious!