Abstract:

In recent years, especially after the COVID-19 crisis, Higher Education Institutions have been called upon to make a significant effort to adapt their academic models by creating hybrid and flexible academic scenarios that combine face-to-face, remote, and digital content-based teaching. The starting hypothesis of this paper is that the Challenge-Based Learning (CBL) methodology can contribute to developing entrepreneurship competencies for the 21st century in different learning environments. To test this hypothesis, we have conducted a longitudinal study of the grades obtained by a sample of 324 undergraduate students of subjects in the area of business at the Universidad Europea. The ANOVA analysis of the difference of means for the 2018-2021 period shows significant differences between the grades based on CBL activities and those based on other activities. Results suggest that implementing the CBL methodology may be a determining factor for the improvement of student entrepreneurship competencies.

Keywords:

Challenge Based Learning, Entrepreneurship competencies, Learning and teaching methodologies, Hybrid teaching.