Abstract:

The university system will face numerous challenges in the near future. One of these, which directly concerns student training, is to develop effective learning methodologies to improve student integration into the labour market through the acquisition of skills. In this respect, there is a need to focus teaching on the students themselves, on their needs, training in the skills of their particular field. This means directing training towards the use of certain active methodologies.

Active methodologies offer an attractive alternative to traditional education (through Collaborative and Problem-based Learning, Game-based Learning and Gamification or Challenge-based Learning, among others) by placing greater emphasis on what the student learns rather than on what the teacher teaches, which results in greater understanding, motivation and student participation in the learning process [1].

In this particular case, the experience presented consists of the implementation of an active CbL (Challenge-based Learning) methodology [2]. To this end, through the study of a real case, a challenge has been resolved, based on the use of a Benchmarking technique for the study and definition of New Models of Virtual Training in Companies, so that students develop a deeper knowledge, in a real environment, on the application of tools to support business innovation.

Within the subject "Business Innovation", students of the Master’s Degree in Industrial Organisation Engineering (University of the Basque Country, UPV/EHU) have had the opportunity to internalise and successfully apply concepts and theoretical knowledge that would otherwise be difficult to understand during their training period if not linked directly with business reality. Likewise, in order to tackle this innovative educational project, the Japanese multinational company Bridgestone has collaborated with its plant located in Basauri (Bizkaia, Spain).

The challenge posed to the students began by proposing the following situation: The usual training techniques in industry do not produce good learning results; therefore, the following question is asked: Are there new training formulas or methods that are more attractive to workers? After a series of tasks and activities, the students submitted a report, which was later presented to the course teachers and to the relevant Bridgestone company managers, at the multinational’s facilities.

This project offers, therefore, an opportunity that favours the students' learning through their direct connection with the business environment. Moreover, the experience has produced very positive results from both the students and the business environment.

References:
[1] UPV/EHU, “Las metodologías activas de enseñanza en el programa ERAGIN,” 2023. https://www.ehu.eus/es/web/sae-helaz/eragin-irakaskuntza-metodologia-aktiboak (accessed Jun. 18, 2023).
[2] R. Rodríguez-Calderón, “Challenge-based learning in a university-industry environment,” 15th Int. Conf. Technol. Learn. Teach. Electron. TAEE 2022 - Proc., pp. 4–8, 2022, doi: 10.1109/TAEE54169.2022.9840725.

Keywords:

Challenge-based Learning, university, industry, virtual reality.