Challenge-based learning in online settings : Perspectives from students and teachers in the Energy for Circular Economy Master’s programme

With globalisation and digitalisation, new skill sets are increasingly required of graduated engineers. Often referred to as ‘21st-century skills’, these include teamwork, leadership, digital literacy and communication. Research has shown that active learning methods such as problem-based learning (PBL) and project-based learning (PjBL), which emphasise ‘learning by doing’, are more effective in shaping competent engineers. More recently, challenge-based learning (CBL) has emerged as a growing pedagogical approach. This study evaluates the integration of CBL within the online Master’s programme in Energy for Circular Economy (MECE) in Sri Lanka. By examining the social dimension of the online learning environment, the study aims to deepen understanding of students’ online learning experiences, including development of their habits of mind, to support their progression throughout the programme. An online survey was conducted among first-year students enrolled in the challenge-based course on Entrepreneurial and Innovative Challenges in the Field of Energy. A complementary survey was administered to the teachers serving as mentors to capture their perceptions of coaching and mentoring within the CBL framework. Overall, students regarded the course and its CBL approach as a unique and transformative experience that significantly enhanced their critical thinking, teamwork, communication and leadership skills compared to previous courses. Student feedback also highlighted the considerable potential of the online environment for hosting interactive and highly valued workshops. Additionally, resources such as recorded sessions were seen as contributing to in-depth learning by addressing language barriers and accommodating time zone differences, making the learning experience more inclusive. A recurring challenge identified was the limited availability of teachers and mentors to supervise student teams, which can significantly hinder the successful implementation of the CBL approach. The findings underscore the importance of preparing educators for their evolving roles as coaches and facilitators in CBL, emphasising the need for targeted training to help them transition effectively into these roles. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.