Abstract:

This paper presents a pedagogical model called Innovation Challenge-Enhanced Learning, developed and refined through an action research approach over several years in the context of accessibility education. The model was initially introduced during the Covid-19 pandemic to strengthen social support in remote learning and to foster teamwork skills essential in the transport and construction sectors. Since 2021, the approach has evolved annually based on observations and feedback from each two-month teaching cycle, culminating in its current form tested with three student groups in autumn 2025.

The model integrates multiple phases to create a meaningful and engaging learning experience. First, students receive foundational knowledge of key concepts related to accessibility and the underlying principles of real-world challenges. Next, they are organized into teams and required to establish a team contract, which sets expectations for collaboration and mutual support. Through a series of small, team-based tasks, students practice working together, discover each other’s strengths, and develop a shared sense of humor and team identity. These preparatory steps reduce anxiety and build confidence before tackling more complex tasks.

The core of the process involves authentic, real-world challenges aligned with the course theme. Student teams receive a set of challenge cards, each presenting a different problem scenario and alternative approaches. Teams select the most suitable and inspiring challenge for their interests, which encourages ownership, creativity, and critical thinking. Students engage in information retrieval, idea generation, and iterative solution development, ultimately conceptualizing a coherent proposal to be presented publicly. This sequence fosters deep learning, enhances problem-solving skills, and promotes joy in learning.

Results from the latest implementation indicate that the model not only strengthens teamwork and innovation skills but also reduces stress associated with demanding tasks. Students reported increased engagement, confidence, and satisfaction, while demonstrating improved ability to apply accessibility principles in practical contexts. Furthermore, the approach supports essential workplace competencies such as collaborative decision-making, adaptability, and communication—skills highly valued in professional environments. The model offers a replicable framework for higher education courses seeking to combine technical knowledge with collaborative and creative problem-solving.

Keywords:

Innovation Challenge-Enhanced Learning, Accessibility Education, Collaborative Problem-Solving, Team-Based Learning, Higher Education Pedagogy.