Possibilities of Incorporating Challenge-Based Learning (CBL) as a Teaching Method in Product Designer Academic Programs

Research Paper Recommended citation: Tóvölgyi, S., Pataki-Bittó, F., Csuka, C., Bertók, D., & Lógó, E. (2025). Possibilities of Incorporating Challenge-Based Learning (CBL) as a Teaching Method in Product Designer Academic Programs. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631779. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. POSSIBILITIES OF INCORPORATING CHALLENGE-BASED LEARNING (CBL) AS A TEACHING METHOD IN PRODUCT DESIGNER ACADEMIC PROGRAMS S Tóvölgyi a, 1 , F Pataki-Bittó b, Cs Csuka c, named Bertók d a Budapest University of Technology and Economics, Budapest, Hungary, 0009-0008-0007-0603 b Budapest University of Technology and Economics, Budapest, Hungary, 0000-0002-0680-5411 c Budapest University of Technology and Economics, Budapest, Hungary d Budapest University of Technology and Economics, Budapest, Hungary Conference Key Areas: Engineering skills, professional skills, and transversal skills, Curriculum development and emerging curriculum models in engineering Keywords: CBL, industrial designer, curriculum development ABSTRACT This study investigates the integration of Challenge-Based Learning (CBL) into an interdisciplinary industrial product and design engineering program. The program combines engineering, design, management, ergonomics, marketing, and environmental protection, yet teaching remains predominantly lecture-based. Students are expected to solve complex problems both during and after their studies—tasks which would be better supported by modern methodologies that also develop soft skills. First, we analysed case studies from several international institutions to explore best practices. Then, we conducted a focus group with product design students and interviews with lecturers to assess their openness to CBL and its possible integration into the curriculum. Findings show that students respond positively to CBL, perceiving it as a way to increase motivation, practical experience, and preparedness for professional 1 S Tóvölgyi [email protected] challenges. Lecturers noted its potential to enhance creativity and autonomy but emphasized the need for institutional support, preparation time, and training. This research contributes to the existing body of knowledge by providing empirical insights from a Central European product design education context, where CBL remains largely underexplored. It identifies key enablers and obstacles, offers practical recommendations for educator training and curriculum design, and highlights the value of long-term partnerships with industry. These findings support similar interdisciplinary programs in preparing students for real-world challenges through CBL. 1 INTRODUCTION 1.1 Theoretical background The rapid advancement of the digital world has significantly reshaped both the labour market and educational practices, diminishing the effectiveness of traditional, frontal teaching methods. As students gain instant access to vast amounts of information, educational institutions are compelled to adopt more innovative and participatory approaches. One such method is Challenge-Based Learning (CBL), which has been successfully implemented in various engineering disciplines worldwide, particularly for fostering problem-solving and interdisciplinary collaboration. However, the integration of CBL into industrial product design programs – especially within Central European higher education – remains underexplored. This study addresses this gap by combining an analysis of international best practices with qualitative insights from students and educators at a Hungarian university. By examining the perceived challenges, benefits, and practical conditions for implementation, our research offers both theoretical and applied contributions. It informs curriculum development, educator training needs, and strategies for establishing industry partnerships – ultimately supporting the effective adaptation of CBL to traditionally lecture-based educational contexts. 1.2 Implementing CBL in European universities In recent years, a growing number of CBL projects and courses have been launched at major European universities such as Eindhoven University of Technology, Technical University of Munich, Technical University of Madrid, Chalmers University of Technology, and Aalborg University (Doulougeri et al., 2024). This trend indicates an increasing institutional integration of the CBL approach within engineering education. Doulougeri et al. (2024) highlights that while all CBL courses and projects centred on real-world challenges, they differ in how deeply the challenges were embedded in courses, the focus of learning outcomes, and the nature of the challenges themselves. In the following, we present different CBL approaches as they appear in university communications, followed by concrete examples of university-level CBL projects. 1.3 Case studies University of Twente – The Netherlands At the University of Twente, CBL is a well-established topic, with a dedicated website section offering resources on integrating it into courses. An animated video helps students and lecturers understand its core principles. Various studies and tools support educators in implementing CBL, where the lecturer acts as a “coach,” guiding student teams through the process. Importantly, CBL doesn’t require creating new courses – it can be embedded into existing ones, provided the learning objectives remain flexible to allow student-driven learning. (Ambrosi & Hermsen, 2023; University of Twente, 2024) Aalto University – Finland An article has been posted on the Finnish university’s website as a resource for educators who are uncertain about how to incorporate CBL into their teaching methods. The delivery of learning is facilitated by student-led projects that are provided by external partners and is organised collaboratively around real-world challenges. In five points, the guide outlines the primary points to take into account: 1) Contact industries, companies, the public sector, and NGOs to identify suitable challenges, as these serve as the foundation of the methodology. 2) Begin the course planning process well in advance. 3) Consult with the partner to determine the project’s scope. 4) Equip students with the necessary skills to confront the challenge before they undertake it. 5) In the modern era, a lecturer must fulfil multiple roles, including lecturer, facilitator, project manager, and coach. (Sivula, 2019) Delft University of Technology – The Netherlands The motivations of students to select challenges in courses that utilised CBL, where they were not predetermined by the lecturer, were the subject of research conducted at the Delft University of Technology. The most significant factors for students were the content and characteristics of the challenge, personal goals, personal background, and cooperation, as determined by an analysis of student motivation letters regarding their participation in the course. The skills students can acquire during the process are important for them. Furthermore, social engagement was also emphasised: a significant number of students would opt for challenges that involve social cooperation and sustainability. (Bohm et al., 2020) The primary focus of our examination of the case studies was CBL in the product designer program. However, due to the limited studies on this specific topic, we expanded our analysis to include other engineering programs, as the competencies required for product designers and other (e.g. mechatronics, mechanical) engineers significantly overlap. Helsinki Metropolia University of Applied Science – Finland At Helsinki Metropolia University, four researchers explored the use of ChallengeBased Learning (CBL) in engineering education. They argue that CBL should take on a greater role, as traditional methods fall short in preparing students for real-world challenges. In their project, elements from three courses were combined to design, build, and test a product, later evaluated in a competition. Student teams were formed to balance hardware and software expertise. The researchers highlight the importance of choosing an engaging task—in this case, developing a remotecontrolled robot. (Piironen et al., 2009) Play Lab – University of Monterrey, Mexico The University of Monterrey has successfully applied CBL across various courses for years. In the Play Lab project, 23 industrial design and architecture students collaborated with a local community throughout a semester, transforming traditional curricula into modules addressing real social challenges. Partnering with a charity working in low-income areas and a small town, students used design research, urban analysis, and construction skills to support local development. The project highlighted the value of interdisciplinary collaboration, as diverse fields – urban planning, design, anthropology, and social entrepreneurship – joined forces. Students gained deeper insights and skills, surpassing what is typically learned in conventional courses. (Acuńa et al., 2017) Tech 21 – University of Monterrey, Mexico This study presents three challenges identified by the authors: students enrolled in engineering courses at the University of Monterrey 1) constructed a complex chain reaction utilising common objects; 2) engineered and assembled a miniature car, subsequently tested in a competitive environment; 3) designed (with CAD software) and produced (via 3D printing) a tram that operates on a cable track. The three challenges served as a significant motivation for students to enhance their skills, necessitating the acquisition of competencies that were largely unfamiliar to them at this early stage of their training, as the challenges were incorporated into the first semester curriculum. The instructors at the Mexican university indicated that the advantages of CBL surpassed its disadvantages, and that increased experience enhanced their ability to apply the method effectively. Researchers indicate that CBL effectively fosters students’ disciplinary and transversal competences early in their university studies, facilitating the development of their learning styles in subsequent years. (Lara-Prieto et al., 2023) University of Holguin – Cuba The authors advocate for the inclusion of problem-solving and decision-making competencies that consider sustainable development into industrial product and design engineering programs. The students were tasked with designing and developing a complete production system throughout the academic term. Nine students were selected for education using modern teaching methods, including CBL, while another nine students received education through traditional methods. The findings indicated that students instructed through the CBL method exhibited notable improvements in competencies. The study indicates that aligning learning objectives with key competencies and employing suitable methods, such as CBL enhanced by information technologies and adequate infrastructure, enables students to apply their acquired knowledge and integrate engineering fundamentals into diverse projects. (Pérez-Rodríguez et al., 2022) 2 METHODOLOGY This research aims to investigate the integration of the CBL methodology into product design and related engineering or interdisciplinary programs – through the example of the university under study. Our research questions were the following: 1) To what extent are students and lecturers in the program we studied open to CBL? 2) What challenges do they perceive in CBL? 3) What aspects of CBL do they find appealing? 4) What types of challenges do students favour? 5) To what extent and at what stage in their studies do they perceive CBL as integrable? 6) What are the perceived implications of incorporating CBL into their studies? 7) What factors generally motivate students in their academic years? 2.1 Focus group analysis Focus group analysis was selected as it allows for a more comprehensive understanding of students’ perspectives on CBL. (Grønhaug & Ghauri, 2016) A mini focus group was conducted with five students enrolled in the three-and-a-half-year Bachelor of Industrial Product and Design Engineering program. One participant was in the 5th semester, whereas the others were in the 7th semester. The group consisted of one male and four females. The cohort of students with several years of university experience provided a comprehensive overview of the entire bachelor program. 2.2 Interviews The interviews were conducted with three instructors from a Hungarian university who are involved in teaching within a product design program. The selection of participants was guided by the aim to ensure diversity in disciplinary backgrounds, age (and, consequently, teaching experience), and to include at least one interviewee actively engaged in international university projects. Accordingly, the first research subject is familiar with the CBL methodology and has integrated various elements of it into one of her courses during the current semester. The second and third research subjects teach in different faculties and departments and have limited prior experience with CBL. Those unfamiliar with the concept were provided with a brief introduction to the methodology, based on case studies and international university practices discussed in this paper. During the interview, participants were asked to assess the perceived relevance of the challenge-based learning (CBL) approach in engineering education. They were also invited to reflect on the feasibility of implementing CBL in the local context and to identify potential challenges. In relation to these challenges, further questions were posed concerning physical and infrastructural constraints, as well as personal challenges associated with shifts in the teaching role. Finally, participants were asked to propose and justify suitable semesters for implementation, as well as appropriate project topics. 3 RESULTS 3.1 Results of the focus group analysis The focus group results indicated that students have a positive attitude towards CBL and perceive this methodology as potentially advantageous for their academic and professional development. Participants believe they would benefit from learning based on real industrial challenges, as it provides the opportunity to acquire practical experience during their university years. This would enhance motivation and facilitate a deeper understanding of theoretical knowledge through direct application. The students emphasised that the CBL method would facilitate the development of professional relationships with industrial partners, potentially providing a competitive advantage in the labour market. Successful implementation relies on flexibility, teachers’ support, and the involvement of industrial partners, as these factors are deemed essential for the effective implementation of the method. 3.2 Results of the interviews The interviewees agreed that the CBL method effectively engages students and that addressing real industrial challenges facilitates the application of theoretical knowledge. The trainers indicate that implementing CBL necessitates significant preparation, potentially lasting up to one and a half months; thus, establishing longterm collaboration with an industrial partner is essential. Interviewees agreed that lecturers require specialised training to equip them for the challenges of CBL, thereby enhancing their ability to support students effectively. There is consensus that students should be afforded greater freedom and flexibility, as projects from external partners do not consistently align with institutional requirements. Regarding the integration of CBL in the initial phases of studies, interviewees exhibit differing opinions: one participant asserts that early integration of CBL can yield valuable experience, if students are given the chance to engage in minor challenges that do not necessitate extensive prior knowledge. Other interviewees contended that the students’ preparation and experience are crucial for the success of CBL, suggesting that its early introduction may pose risks. 4 DISCUSSION Findings from both the reviewed case studies and our own qualitative research demonstrate that Challenge-Based Learning (CBL) offers substantial benefits in engineering and product design education. It fosters essential competencies such as creative problem-solving, collaboration, autonomy, and the practical application of theoretical knowledge. These competencies are increasingly important in preparing students for real-world professional environments. Moreover, the sense of achievement gained from successfully addressing real challenges can enhance students' confidence and motivation, encouraging them to engage with more complex projects over time. CBL has the advantage of being applicable even for first-year students, as it does not rely heavily on prior knowledge. However, successful implementation requires more than just willingness – it demands a comprehensive institutional commitment and a shift in traditional educational roles. Educators must function as mentors and facilitators, requiring increased preparation, flexibility, and a different pedagogical mindset. Similarly, students must invest more time and effort compared to conventional courses. When incorporating CBL into product design or other engineering and interdisciplinary programs, several key factors must be considered: 1. Involving partners who can present real-world challenges; 2. Increasing flexibility and autonomy in student learning; 3. Expanding the roles and responsibilities of lecturers; 4. Providing sufficient infrastructure and resources (e.g., free access to design tools, physical materials, workshops, or funding); 5. Ensuring targeted training and support for educators. Focus group participants and interviewees echoed these needs. Students expressed a strong interest in participating in CBL-based courses, believing they would be better prepared for professional challenges. Educators were open to the methodology and recognized its value in developing creativity, self-direction, and teamwork skills. The interviews also emphasized the importance of building longterm collaborations with industry – preferably with smaller companies that are more open to partnerships – though larger organisations can also contribute meaningfully when engaged. It is also important to acknowledge that CBL should not entirely replace foundational theoretical instruction. Rather, it is most effective when introduced in later stages of education – such as project-based courses or thesis work – where students can apply prior knowledge in a practical, interdisciplinary setting. 5 CONCLUSIONS Based on both the case studies reviewed and our qualitative findings, ChallengeBased Learning emerges as a highly relevant and effective pedagogical approach for engineering and product design education. It offers students meaningful, practiceoriented learning experiences that not only improve engagement but also align closely with industry expectations and labour market demands. Successful implementation of CBL depends on institutional readiness, educator training, sufficient resources, and strong, lasting partnerships with external stakeholders. With these elements in place, CBL can provide significant benefits for students, teachers, and collaborating companies alike. It supports deeper learning, enhances critical skills, and bridges the gap between education and practice. To promote wider adoption of this approach, we recommend developing locallanguage resources (e.g., a Hungarian-language guide for educators) and fostering long-term cooperation with industry partners. By integrating CBL – particularly in the final, project-based phases of the curriculum – educational programs can better prepare students for real-world challenges and contribute to a more dynamic and responsive engineering education system. REFERENCES Acuńa, A., Maya, M., Britton, E., & García, M. (2017). Play Lab: Creating Social Value through Competency and Challenge-Based Learning. In Proceeding of the19th International Conference on Engineering and Product Design Education (710-715). URL: https://www.designsociety.org/publication/40398/play+lab%3a+ creating+social+value+through+competency+and+challenge-based+learning, Retrieved: 08.08.2024 Ambrosi, G., Hermsen, E. (2023). Implementing CBL for University Teachers: Part A. University of Twente, The Netherlands URL: https://www.utwente.nl/en/cbl/documents/ implementing-cbl-for-university-teacherspart-a.pdf, Retrieved: 14.08.2024 Bohm, N. L., Klaassen, R. G., den Brok, P., & van Bueren, E. (2020). Choosing Challenges in Challenge-based Courses. In Proceedings of the 48th Annual Conference of the European Society for Engineering Education (93-103). https://doi.org/10.5281/zenodo.14653682 Doulougeri, K., Vermunt, J. D., Bombaerts, G., & Bots, M. (2024). Challenge-based learning implementation in engineering education: A systematic literature review. Journal of Engineering Education, 113(4), 1076-1106. https://doi.org/10.1002/jee.20588 Grønhaug, K., Ghauri, P. (2016). Kutatásmódszertan az üzleti tanulmányokban. Akadémiai Kiadó. https://doi.org/10.1556/9789630598590