Abstract:

As technology continues to advance rapidly and engineering challenges become increasingly complex, mere theory-based teaching methods are no longer sufficient. The current global crises have increased the need for innovative education strategies that emphasize equipping students with the knowledge and skills required to operate responsibly in an ever-changing, digital, and volatile world. In this context, Challenge-Based Learning (CBL) has gained significant attention in higher education as it provides a multidisciplinary, hands-on approach that fosters an engaged and autonomous learning environment.

Against this background, this paper explores the implementation of CBL as a competence-oriented and student-centered approach in the course Innovation Management of the Master’s program in Mechanical Engineering at the Cologne University of Applied Sciences. The authors put a special focus on its role in enhancing interdisciplinary competencies among students, which are essential in the innovation process. The study provides a comprehensive understanding of the impacts and challenges associated with the CBL framework, as perceived by the students themselves through their learning experience. The increasing demand for future-ready graduates in the engineering sector makes this evaluation particularly relevant in embedding employability skills on a curricular level, especially regarding the transfer potential for other learning contexts. Using a qualitative approach, the research analyzes student experiences gathered through reflection sessions during the semester and semi-standardized interviews at the end of the semester, after completing a challenge. The interviews cover aspects such as the students' self-evaluation of their personal and professional development, their motivation, their commitment to the learning process, and their experiences with teamwork and interdisciplinary collaboration.

The insights gained from this study underscore the value of CBL in preparing engineering students with the skills needed for future professional challenges, indicating that the implemented CBL approach significantly nurtures creativity, enhances communication skills, and fosters cooperation capability among engineering students. However, challenges in the process were also identified, which require careful consideration in the implementation of CBL and suggests that structured support and active facilitation by teachers is required to maximize effectiveness in this autonomous learning environment. These findings can guide further refinement and effective implementations of CBL key elements in engineering education, aiming to enhance student employability and readiness for the demands of future working environments.

Keywords:

Engineering Education, Challenge-Based Learning, Employability Skills.