This chapter illustrates a research focused on how to effectively implement the challenge-based learning (CBL) approach in a higher education institution (HEI) in the UK. The challenge was linked to contemporary research conducted by a group of academics, which concerned how digital technologies can positively impact the local economy. The project was named ?UoL4.0 Challenge', and it proved that designing and implementing CBL educational environments can increase students' propensity to work actively and proactively. The exercise also suggested that CBL may support students in the application of their academic skills and digital capabilities to support their communities. This study presents a description of the case and a reflection on lessons learned with an aim to provide guidelines for other educators and policymakers that are interested in implementing I4.0 educational initiatives at local or national levels. It is also suggested that CBL may play a fundamental role in implementing the triple-helix model of innovation.
|Title of host publication||Engineering Education Trends in the Digital Era|
|Editors||Şeyda Serdar Asan, Erkan Işıklı|
|Number of pages||27|
|ISBN (Print)||9781799825623, 9781799825630|
|Publication status||Published - 21 Feb 2020|
Vilalta-Perdomo, E., Michel-Villarreal, R., Lakshmi, G., & Ge, C. (2020). Challenge-Based Learning: A Multidisciplinary Teaching and Learning Approach in the Digital Era ? UoL4.0 Challenge: A CBL Implementation. In Ş. Serdar Asan, & E. Işıklı (Eds.), Engineering Education Trends in the Digital Era IGI Global. https://doi.org/10.4018/978-1-7998-2562-3.ch007