Abstract:

Challenge-based learning is an educational methodology in which students learn by solving real-world challenges, for which they must implement their disciplinary and transversal competencies. The resolution of real needs is the main attraction of this methodology, where the challenges are provided by institutions and organizations of society and the student must learn and work in an active, collaborative, and multidisciplinary way with their peers, teachers, and stakeholders. Since summer 2019, the Tecnologico de Monterrey (Mexico) has been implementing the Tec21 Educational Model, whose aim is to prepare students to face the challenges of a changing and uncertain world to ensure its graduates’ international competitiveness. The model is supported on four fundamental pillars: Challenge-Based Learning, Flexibility, Inspiring Teachers, and Memorable experiences.

This study aims to describe the results of implementing Challenge-Based Learning methodology on the attainment of transversal competencies and social innovation among students from BSc in Nutrition and Wellbeing at a university in Mexico City during the fall semesters of August-December 2022. Nutrition students have a very important role in promoting sustainable diets, thus it is vital that they work on social innovations related to sustainable consumption.

A non-experimental, cross-sectional, and quantitative descriptive research was conducted during the Food Science course, where a non-probabilistic sample of students from the BSc in Nutrition and Wellbeing at a university in Mexico City were presented with a challenge related to the Sustainable Development Goal of Sustainable Consumption and Production. At the end of the course the students were surveyed using a self-reported questionnaire composed of 10 questions with a 4-point (0-4) Likert scale. The questions were related to their experience learning with CBL methodology and its impact on social innovations and sustainability in nutrition.

The results showed that the challenge had a very positive impact on students’ willingness to work and innovate on nutrition projects (X= 4, SD= 0). It had a mild impact on their consumption habits related to sustainability (X= 3.5, SD= 0.6). Furthermore, the challenge had a moderate impact on the students’ willingness to innovate in sustainability projects in the food system (X= 3.55 , SD= 0.51). Finally, the challenge had a very strong impact on their own perception of their role as a nutritionists in terms of sustainability (X=3.75, SD= 0.44). Thus, this implementation helped them attain transversal competencies related to sustainability.

The solution presented by the students at the end of the challenge can be considered a social innovation, as its generation is based on its contribution to solve a complex social problem. Although the findings of this analysis demonstrate the short-term effectiveness of CBL Methodology on social innovation and the attainment of transversal competencies, the results should be interpreted with caution, given the small sample size. The study also demonstrates the need for further research on long term impacts of CBL methodology as a tool for social innovation and change.

Keywords:

Social innovation, Challenge-based learning, Sustainable nutrition, Educational Innovation, Higher Education.