Abstract:

This study examines how Challenge-Based Learning (CBL) supports student motivation in higher education, focusing on the psychological mechanisms that shape learner engagement. Drawing on Self-Determination Theory (SDT), the research investigates how CBL contributes to students’ experiences of autonomy, competence, and relatedness in an interdisciplinary sustainability-focused course. The study is situated in a two-month, 5-ECTS offshore wind sustainability course built around real-world challenges proposed by external stakeholders. A mixed-methods design was used, combining semi-structured student interviews (n = 8) with a follow-up survey (n = 38). Thematic analysis indicated that autonomy emerged through student-led problem framing and decision-making, competence through collaborative systems thinking and iterative problem-solving, and relatedness through intercultural teamwork and interaction with experts. Quantitative results aligned with these patterns, showing acceptable to high internal reliability across SDT subscales and positive associations between autonomy support, competence development, and students’ intention to recommend the course. While relatedness was rated highly, its association with overall course endorsement was weaker. Overall, the findings indicate that CBL can enhance intrinsic motivation when learner autonomy is balanced with sufficient pedagogical structure and guidance. The study contributes to education theory by offering empirically grounded insight into motivational processes in CBL and by clarifying how specific design choices shape student engagement in sustainability-oriented higher education.

Keywords:

Challenge-Based Learning, Self-Determination Theory, Student Motivation, Sustainability Education, Higher Education.