Keywords
Challenge-based learning
Transdisciplinary learning
How to Cite
Abstract
The world is facing many wicked problems, including climate change, political polarisation, scarcity of natural resources and inequal access to quality health care and education. Education has an important role to play by equipping students with the competencies needed to navigate an unpredictable future with these systemically interwoven challenges. Next to problem-based learning, challenge-based education and transdisciplinary learning are educational approaches increasingly being implemented to better prepare students. In this theoretical paper, we demonstrate how the design principles of contextual, constructive, collaborative and self-regulated learning (CCCS) inform the student-centered approaches of problem-based learning, challenge-based education and transdisciplinary learning and prepare students to better understand wicked problems. We refer to scientific evidence behind the CCCS principles, and make a plea on how to bridge these with the three approaches to teaching. Nevertheless, we acknowledge that success of a particular approach in one context does not guarantee success elsewhere. What works best is dependent on many variables, including the intended outcomes, the particular target group of students, the assessment formats and teachers’ experiences with these approaches.
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