Abstract:

Challenge-Based Learning (CBL) is an innovative pedagogical approach that actively engages students in solving authentic, real-world problems through processes that integrate collaboration, critical thinking, creativity, and innovation. By positioning learners as active agents in their own education, CBL fosters deeper understanding, promotes transferable skills, and enhances the relevance of learning experiences. The approach typically follows a structured framework consisting of three interconnected phases—Engage, Investigate, and Act—guided by “teamchers,” a term encompassing both teachers and other stakeholders who serve as facilitators and mentors. The process begins with the proposal of a broad concept or Big Idea, from which students derive a more focused and meaningful challenge to address. Through research, discussion, and experimentation, they develop evidence-based solutions and translate them into actionable outcomes with real-world applicability.

In this pilot study, we implemented a CBL program centered on Reproductive Health as the Big Idea, involving 51 students from the 11th and 12th grades across two secondary schools. The challenge invited students to explore how everyday factors—including lifestyle, environmental influences, and social behaviors—affect human fertility. The project was jointly guided by four “teamchers” (two high school teachers and two university students) who provided both scientific guidance and pedagogical support. Padlet, an online collaborative platform, was used as the primary tool for communication, teamwork, and project management, allowing for real-time sharing of resources and continuous feedback. Each student group created a dedicated Padlet board to document their research progress and share their findings within the central program Padlet, enabling peer learning and transparent monitoring by the teamchers.

The program culminated in oral presentations of each group’s proposed solution, evaluated through a predefined rubric that emphasized clarity, creativity, feasibility, and scientific grounding. Immediate feedback was provided to reinforce reflective learning. Post-program questionnaires were administered to gather student perceptions regarding the CBL experience. The analysis revealed high levels of satisfaction, with students highlighting the autonomy and responsibility inherent in designing and pursuing their own challenges as particularly motivating aspects. Both students and teamchers described the experience as intellectually stimulating and rewarding, noting significant improvements in engagement, teamwork, and the quality of final outputs.

Key insights from the pilot suggest the value of extending the program duration to allow more time for project implementation and real-world application. Overall, this CBL initiative demonstrated strong potential for scalability and adaptability across diverse educational contexts and disciplinary areas. By bridging theoretical learning and practical action, CBL emerges as a powerful framework for cultivating student agency, scientific literacy, and meaningful connections between education and society.

Keywords:

CBL, Secondary Education, Reproductive Health.