Challenge-Based Learning in Engineering: On the Choosing an Appropriate Challenge to Develop Competencies

Challenge-based learning (CBL) is a teaching technique that has recently been used for the development of disciplinary and transversal skills. It has the advantage of being a realistic experience that can be socially relevant and develops in students competencies currently required by employers. Searching in the SCOPUS database on the CBL experiences reported, at least until October 2023, 22% are in Engineering Education, especially in the last 4 years. In this communication, 112 CBL experiences in the School of Engineering and Sciences at the Tecnologico de Monterrey, in Mexico, were examined with reference to the design of challenges. Regardless of the origin of the challenge (university professors, training partner, mix of external experts with professors), or of the applicators, (teachers or experts of the training partner), the challenges pedagogically met the objectives of developing competencies, but none passed an evaluation on ethical, legal or certifying feasibility that the process or results could generate some social or academic inconvenience. Here we propose a reflection on the central structure of the CBL, the challenge, the relevance of its application, and the design of the challenge itself. CBL is a powerful pedagogical approach for the development of skills for the future, but care must be taken in planning so as not to commit ethical or legal infringements that compromise the development of the educational experience.