Abstract conceptualization

, 3–4, 212–213

Academic Systems of Social Pertinence (SAPS)

, 309, 313–314

Academics’ perspective on learning ecosystem

, 25–26

Accounting, Finance and Economics department (AFE department)

, 131–132

Achievement

, 141–142

Acting Stage

, 365

Active experimentation

, 3–4, 212–214

Active learning

, 48, 132, 178, 326, 364

Adaptability, learning and

, 223

Aerospace Engineering Education

CBL experiences

, 179–181

evaluation surveys

, 182–185

lessons learned

, 191–194

tools and examples of application

, 181–191

validated instruments for assessment of competencies under study

, 186–191

Affiliation statistics

, 102–105

2030Agenda, methodology to address real challenges of

, 285

Altobrembo

, 167

challenge, needs, and solutions for

, 167

Annual Investment Committee Meetings and Board of Advisors

, 141–142

Applied knowledge

, 234, 238

Artificial Intelligence

, 200

Assessment

, 44, 47, 50–51, 84, 136–137

CBL and

, 229, 231–232

in Healthcare Fund Challenge

, 237, 239, 242

Authentic learning activities

, 49–50

Awards

, 141–142

Bachelor End Project (BEP)

, 18

Bareways

, 257

Bergamo B&B and Co.

, 169

challenge, needs, and solutions for

, 170

BibExcel

, 99–100

Bibliographic coupling analysis

, 105

Bibliometric analysis

, 99–100, 102

BigBlueButton

, 260

Bioengineering, CBL in

, 78–79

Bloomberg (digital platforms)

, 139

Bottom-up process

, 38

Brainstorming

, 132

Building Competencies for Competitive Companies project (COM3 project)

, 206

Business networking

, 145–146

Cable Car Challenge

, 76

CAD software

, 76

CANVAS tool

, 79–80, 88

Career networking

, 145–147

Center for Educational Development and Innovation (CEDDIE)

, 80–82

Challenge-Based Innovation experience (CBI experience)

, 260–263

course setup

, 260

course structure

, 262–263

learning goals and deliverables

, 262

stakeholder role

, 261–262

Challenge-Based Learning (CBL)

, 1–2, 5, 7–8, 14, 36, 72, 79, 94, 131–132, 158, 178, 199–200, 222–223, 228, 252, 282, 285, 302, 326, 328, 346, 364, 391–392

ability to perform

, 374

affiliation statistics

, 102–105

and assessment

, 229, 231–232

author influence

, 102

background

, 36–37

bibliometric analysis

, 102

in bioengineering

, 78–79

CBL Compass

, 6, 36, 39–40

impact of CBL implementation in Tecnologico de Monterrey

, 84–85

CBL/DT and specific subjects

, 98–99

components of engineering ethics educational initiatives

, 256

conceptual framework development for

, 38–40

critical elements of institutional influences in

, 307–308

defining search terms

, 100

design principles

, 39

design principles and compass indicators

, 40–52

in digital age

, 158–159

E³ mapping using

, 57–59

empirical work on

, 36

evaluating

, 111

experiences at beginning of undergraduate engineering programs and i-Semester

, 76–79

experiences in Aerospace Engineering Education

, 179–181

first attempts of CBL

, 73–76

focus on global themes

, 43

framework

, 4

future directions

, 62–63

future of

, 85–89

within future of higher education

, 396–406

i-Semester as key element for CBL experience

, 77–79

implementing

, 53–60

initial data analysis

, 100

initial search results

, 100

involvement of stakeholders

, 43

learning experience

, 364–365

learning goals of

, 254–255

linking DT and CBL

, 97–98

main student learning assessment tools applied in CBL

, 233

methodology for CBL implementation at TEC

, 79–84

methodology to know and propose solutions to DGS

, 285–287

network analysis

, 105–110

real-life and open-ended challenges

, 42

research decisions taken in

, 195

solutions and recommendations

, 61–62

started at UPAEP

, 312–314

support

, 51–52

systematic analysis of CBL literature

, 99–110

teaching and learning

, 43–51

teaching engineering ethics via

, 255–268

as teaching strategy

, 96–99

vision of

, 40–43

Challenge-based Learning for Robotics Students by Engaging Start-Ups in Technology Ethics project (CREATE project)

, 252, 255–256

Challenges

, 228, 302

approach at University of Trento and Healthcare Fund Challenge

, 232–237

CBL Phases in Healthcare Funds Challenge

, 234–236

concept

, 94

definition

, 405–406

provider

, 330

recommendations

, 406

Chartered Institute of Logistics and Transport (CILT)

, 204–205

Chief Executive Officer (CEO)

, 139

Chief Financial Officer (CFO)

, 139

Chief Investment Officer (CIO)

, 139

Classic descriptive statistics

, 193

Classroom management

, 234

Closed questions

, 19

Coaching sessions

, 267

Collaboration

, 209–210, 225, 392, 401–402

recommendations

, 402

UoL4. 0 Challenge contribution to

, 211

Collaborative learning

, 44, 47–49

Collaborative work

, 78–79

Commercial awareness

, 224

Common good pedagogy

, 310–311

Communication

, 209, 223, 225, 234, 238, 338

UoL4. 0 Challenge contribution to

, 210

Conceiving-Designing-Implementing-Operating (CDIO)

, 37

Conceptual framework of CBL

, 36

Concrete experience

, 212–213

Concurrent Design Facility (CDF)

, 180

Connections-based learning

, 306, 308, 311

Contextual teaching and learning

, 3

Contrasting learning modes

, 203

Control group (CG)

, 181

Cooking as communication trigger

, 168–169

Corporate Social Responsibility framework

, 312

COVID-19

, 96, 346

effects in teaching delivery

, 215–217

fund portfolio during

, 145

Creative tension

, 3–4

Creativity

, 132, 146–147, 209–211, 225

innovation and

, 400–401

recommendations

, 401

UoL4. 0 Challenge contribution to

, 211

Crisis on the Campus

, 393

Critical thinking

, 209, 224

in CBL

, 230

UoL4. 0 Challenge contribution to

, 210

CSI CRIME scene

, 75

Cultural activities

, 71

Curating

, 209, 211, 225

UoL4. 0 Challenge contribution to

, 212

Curricular activities

, 27

Curricular units (CUs)

, 364

Curriculum

curriculum-wide initiatives

, 37

design

, 37

planning for tourism HE

, 159–160

Data analysis process

, 100, 193, 207, 209, 350–351

Data Appeal platform

, 164–165

Data collection process

, 207–209

DataStream

, 139

Deliverables, learning goals and

, 258–259

Democracy

, 311

Design education

, 112–113

Design principles of CBL

, 36, 60

Design thinking (DT)

, 4–5, 94

background

, 95–96

CBL as teaching strategy

, 96–99

evaluating CBL

, 111

keywords and eigenvector centrality

, 127–128

learning for sustainability

, 110–111

linking DT and CBL

, 97–98

literature analysis

, 112

pedagogy for technological competences

, 111–112

systematic analysis of CBL literature

, 99–110

Destination management organizations (DMOs)

, 7, 158

challenges and needs

, 172–173

cooking as communication trigger

, 168–169

curriculum planning for tourism HE

, 159–160

dealing with overtourism

, 170–172

future directions

, 172–173

guest guidance platforms

, 169–170

local actors’ involvement

, 166–167

quality and implied needs

, 163–164

tourism, higher education, and CBL

, 158

tourism data sharing and reliability

, 164–165

tourism HE workshop in time of pandemic

, 161–163

tourism management and CBL in digital age

, 158–159

web content management

, 167–168

DiaGame

, 265

Digital Experimentation Toolkits (DExTs)

, 96–97

Digital repository

, 319

Digital society

, 96–97

Digital technological tools

, 79–80

Digital technology

, 346

Digital transformation

, 346

Disciplinary competences

, 78–79

Document analysis

, 207–209

e-Tourism

, 159

Educare

, 200

Education and Student Affairs (ESA)

, 15

Education and Training 2020 framework

, 364

Education for Sustainable Development (ESD)

, 110–111, 295–296

Education of engineering ethics

, 253

Educational challenge

, 234

Educational concepts

, 36–37

Educational innovations

, 29

Educational Model U50

, 306–308

Educere

, 200–201

Eigenvector centrality (evc)

, 108–110

Eindhoven Engineering Education (E³)

, 36, 53, 56, 60, 264

CBL design principles use to guide redesign of

, 59–60

mapping using CBL Compass

, 57–59

Eindhoven School of Education (ESoE)

, 15

Eindhoven University of Technology (TU/e)

, 5–6, 14, 36

course setup

, 264–265

course structure

, 266–268

experience of

, 263–268

learning goals and deliverables

, 266

stakeholder role

, 265

TU/e against Covid 19 platform

, 27

TU/e Contest

, 27

ELARA Challenge

, 74

eLUMEN tool

, 79–80, 88

Emerald Challenge-Based Learning Handbook

, 1–2

Employability

employability-based teaching and learning

, 136–137

programmes

, 352

skills

, 359

Engagement

, 365

EntreComp

, 243

Entrepreneurial education

, 308–309

Entrepreneurial mindset

, 14

Entrepreneurship

, 71, 308

Equity research writing stage

, 141–142

ESA Concurrent Engineering Challenge (ESA CEC)

, 180

Escuela Técnica Superior de Ingeniería Aeronáutica y del Espacio (ETSIAE)

, 178

Ethics

, 78–79

instruction

, 253–254

learning goals of CBL

, 254–255

workshops

, 267

“Ethics of Technology”

, 257

European Consortium of Innovative Universities (ECIU)

, 228, 327

European Union (EU)

, 393

Evaluation instruments

, 84

Evaluation surveys

, 181–182, 185, 192

Evidence-based solutions

, 365

Exams

, 193

Experience

grasping

, 212–213

transforming

, 213–214

Experiential learning

, 132, 201–202

Experimental design

, 192

Experimental group (EG)

, 181

Expert interviews

, 329–330

Expert meetings

, 267–268

Exploratory analysis

, 288–289

External partners in CBL

background

, 327–329

benefits of working with

, 331–333

courses and data set used to extract and reflect on roles and function of

, 329–330

future directions

, 339–340

issues related to working with externals

, 333–334

reflection on stakeholder activities

, 334–339

roles and functions

, 329–331, 334

at TUHH

, 329

Extracurricular activities

, 27

Facilities/resources

, 52

Faculty

, 80

Federal Attorney for Environmental Protection (PROFEPA)

, 74

Feedback providers

, 331

Finance

, 134

Lincoln Student Managed Investment Fund

, 136–150

Raison d’etre and background

, 133–136

Financial crisis (2009)

, 135–136

Financial education

, 133–134

Financial skills

, 134

Financial viability of UoL4. 0 Challenge

, 218

5-point Likert-type scale

, 209

5G-Mobix

, 265

Flexibility

, 404–405

recommendations

, 405

food21

, 257

Form@tive Project

, 9, 364

ability to perform challenge-based learning

, 374–375

background

, 364–365

challenges defined within CBL projects

, 367–369

clusters of improvement suggestions, by future teachers

, 385–387

clusters of positive and negative aspects, by future teachers

, 379–381, 384

cycle of

, 366–385

expected/developed learning during curricular units

, 370–372

expected/developed transversal learning skills

, 372–374

results of first cycle of

, 376, 379, 385, 388

solutions and recommendations/lessons learned

, 388

for teacher training path

, 375–376

Formative program

, 310

Fund

, 148–149

benefits to students and achievements of

, 144–148

management

, 131–132

portfolio during Covid-19 pandemic

, 145

Fusion Point (FP)

, 260–263

Future-focused publications

, 392

Future-proof learning

, 30

Gateway49 start-up accelerator

, 256–257

Gather Town

, 271–272

Gephi (open-source visualization tool)

, 99–100, 105

Global themes

, 43, 392, 396, 398

recommendations

, 398

Goodlad’s model

, 252

Grand Challenges

, 14

Guest guidance platforms

, 169–170

Guiding educational practice

, 39

Hamburg University of Technology (TUHH)

, 326–327

roles and functions external partners take on in challenge-based learning at

, 329–334

Healthcare Fund Challenge

, 232–237

act phase

, 237

assessment and self-directed approach in

, 237–242

CBL Phases in

, 234–236

engage phase

, 236

investigate phase

, 236–237

Higher education (HE)

, 94–96, 158, 364, 391–392

background

, 393–395

challenge definition

, 405–406

changing purpose of

, 393–394

collaboration

, 401–402

curriculum planning for tourism

, 159–160

flexibility

, 404–405

future directions

, 406–407

global themes

, 396–398

identifying place of challenge-based learning within future

, 396–406

innovation and creativity

, 400–401

inter/multidisciplinarity

, 399–400

need for new student skills and competencies

, 394–395

real-world challenges

, 398–399

technology enhanced learning

, 402–404

Higher Education in Crisis

, 393

Higher Education Institutions (HEI)

, 1–2, 94, 131–132, 199–200, 228, 302–303, 391–392

background

, 347–349

benefits of participation

, 357

engaging with industry and local government partners

, 349

engaging with students

, 353–354

interview approach

, 350–351

interviewees

, 352

methodology

, 350–352

presentation of solution

, 354–355

reasons for taking part

, 352–353

understanding process

, 353

UoL4. 0 Challenge at Lincoln International Business School

, 348–349

validity and implementation of solution

, 355–357

working with local government partners

, 357–358

Hub

, 28

Human resource management

, 202

Human Resources (HR)

, 1–2

Human rights

, 311

i-Semester

experiences at beginning of undergraduate engineering programs and

, 76–79

as key element for CBL experience

, 77–79

sustainable development engineering CBL experiences in

, 78

i-Week

, 73–76

IDEO

, 98

Ill-structured learning environments

, 254

Inception

, 136–138

Industry 4. 0 technologies

, 7–8, 346

Industry engagement

, 148

Inequalities, reducing

, 311

Information resources

, 136–137

innoApproach

, 26–27

Innovate UK

, 204–205

Innovation

and creativity

, 400–401

education

, 308–309

recommendations

, 401

Innovation Space

, 264–265

Innovation Space Bachelor End Project (ISBEP)

, 5–6, 16–17

course

, 18

Innovation Space Project (ISP)

, 5–6, 16–17

course

, 17

Innovative educational concept

, 22

Inquiry-based learning (IBL)

, 365

Inquiry-Based Science Learning (IBSE)

, 365

Institute for the Future of Education

, 88

Institutional support

, 269

Instrumental education

, 393–394

Integrative Projects for Social Pertinence (PIPS)

, 311–312

Intellectual property

, 72–73

Inter/multidisciplinarity

, 399–400

recommendations

, 400

Interdisciplinarity

, 49

Interdisciplinary learning

, 44, 47, 49

Interdisciplinary student teams

, 15

International Organization for Standardization (ISO)

, 158

Internationalization

, 71

Intervention through CBL

, 315–317

Interview approach

, 350–351

Interviewees

, 352

Investigation

, 365

Investment Managers

, 139

Investment proposal and implementation

, 141–142

iPad mobile learning technology

, 4–5

Key CBL characteristics (KCs)

, 19–20

Keyword clustering network

, 107–110

Keyword co-occurrence analysis

, 105

Knowledge

creation

, 144–145

sharing and award-winning industry links

, 148

Leadership

, 71, 223

Learners

, 228

Learning

activities

, 49–50

and adaptability

, 223

CBL

, 43–51

contract

, 238–240

contract

, 243

diaries and outcomes

, 240

diaries and outcomes

, 243–244

stages in tourism management

, 160

for sustainability

, 110–111

use of learning technology

, 44–47

Learning ecosystem

academics’ perspective

, 25–26

background

, 15–16

CBL

, 14

creating full

, 16–28

future research directions

, 28–30

other elements of learning ecosystem

, 26–27

students’ perspective

, 18–25

two flagship CBL courses

, 16–18

impact of whole learning ecosystem

, 27–28

Learning goal

of CBL ethics instruction

, 254–255

collaborative learning

, 48–49

and deliverables

, 258–259, 262

development of T-shaped professionals

, 48

interdisciplinary learning

, 49

self-directed learning

, 48

“Learning trajectories”

, 48

Liberal education

, 393–394

Lincoln Higher Education Research Award (LHERA)

, 206

Lincoln International Business School, UoL4. 0 Challenge at

, 348–349

Lincoln Student Managed Investment Fund (LSMIF)

, 131–132, 136, 145, 150

benefits to students and achievements of fund

, 144–148

current development and future direction

, 148–150

current portfolio and recent experience

, 140–144

inception

, 136–138

membership and organization

, 138–140

Local Action Group (LAG)

, 166

Local actors’ involvement

, 166–167

Local government partners

, 357–358

London Stock Exchange

, 140

Massachusetts Institute of Technology (MIT)

, 303

MAXQDA software

, 329–330

MB Securities Joint Stock Company (MBS)

, 137–138

Mechanical and mechatronics engineering, CBL in

, 79

Membership

, 138–140

Microbusinesses

, 354

mobOx

, 257

Modern society

, 14

Moodle (e-learning platform)

, 260

Moral agency and action

, 255

Moral design

, 255

Moral situatedness of students

, 254–255

Motivational Diagnosis Instrument for Engineering Education (MDI-EE)

, 186

motivational indicators of

, 187–191

Motivators

, 331

Multidisciplinarity

, 392–393, 399–400

Multidisciplinary approach

, 2

Municipal development with SDG approach

, 289

Municipality, analysis and diagnosis of

, 288

Musk, Elon (Astra Nova)

, 132

“Nano Challenges”

, 4–5

Natix

, 257

Network analysis

, 99–100, 105, 110

keyword clustering network

, 107–110

keyword co-occurrence analysis

, 105

Networker

, 331

Networking

, 146–147

New Engineering Education Transformation (NEET)

, 29–30

Non-STEM

, 94–95, 98–99

Nongovernmental Organizations (NGOs)

, 1–2

NVivo software

, 207, 209, 350–351

“On stock” education

, 30

Online CBL pedagogy

, 271–272

Online pedagogy

, 94

Open-ended questions

, 19, 21

metathemes and main themes identified from

, 21, 24

themes and metathemes identified from

, 23

Operational process

, 141–142

Operational Research Society (ORSoc)

, 204–205

Operations Management (OM)

, 199–200, 202, 348

Operations strategy

, 202

Organization

, 138, 140, 223

Overtourism

, 170–172

Pedagogical theory

, 286

Pedagogy for technological competences

, 111–112

Peer evaluation

, 241, 244

Peer support

, 145–147

Peer-to-peer meetings

, 268

Perceived self-efficacy

, 332–333

“Perception continuum”

, 203

Perseverance and initiative

, 224

Personal goal

, 234, 238

Personal Growth

, 146–147

Personalized learning

, 405

PjBL. See Project-based learning (PBL)

Planning and Management of Tourism Systems (PMTS)

, 158–159

Post investment monitoring and reporting

, 141–142

Practical experience

, 144–145

Practice trading

, 131–132

Practice-driven approach

, 38

Preservice teacher

, 365

Problem-based learning (PBL)

, 3, 37, 96–97, 158, 306, 308, 326

Problem-solving

, 224, 234, 238

and critical thinking

, 78–79

Process analysis

, 202

Process-focused assessment

, 50–51

Production and operations management (POM)

, 203

PROFEPA Challenge

, 74

Project report

, 259

Project-and-problem-based learning

, 113–114

Project-based learning (PBL)

, 37, 72, 132, 178, 306, 308, 326

Project-Oriented Learning (POL)

, 3

Promoserio

, 164

challenge, needs, and solutions for

, 165

Public exhibition of student projects

, 259

Puebla, CBL in

2030 Sustainable Development Goals

, 309–317

background

, 303–304

focus

, 304–309

future directions

, 318–319

solutions and recommendations

, 318

UPAEP

, 304–305

Qualitative evaluations

, 83–84

Quality and implied needs

, 163–164

Quality education (SDG4)

, 72, 364

Quantitative analysis techniques

, 193

Quantitative assessments

, 83–84

Quantitative descriptive analysis

, 369

Quasi-experimental design

, 192

Raison d’etre and background

, 133–136

Randomized controlled trial

, 192

Raspberry PI3© cards

, 75–76

Real-life and open-ended challenges

, 42

Real-life imperfections

, 135

Real-life scenarios

, 254

Real-world challenges

, 392, 398–399

recommendations

, 399

Real-world problems through challenge based learning

background

, 253–255

ethics instruction

, 253–254

experience of CBI

, 260–263

experience of Eindhoven University of Technology

, 263–268

future directions

, 272–273, 275

institutional support

, 269

learning goals of CBL ethics instruction

, 254–255

lessons learned

, 268–272

online CBL pedagogy

, 271–272

rationale and goals for teaching ethics via CBL

, 254

stakeholder involvement

, 271

student experience

, 269–271

teaching engineering ethics via CBL

, 255–268

Recruitment stage

, 141–142

RED student team

, 265

Reflection

, 146–147

Reflective observation

, 212–213

ReHero

, 257

Reliability

, 164–165

REMIND tool

, 79–80, 88

Research-based learning

, 306–308

Research-informed educational innovations

, 38, 62–63

Robotics and Autonomous Systems

, 256

Robots

, 200

Rube Goldberg Challenge

, 76–77

SARS-CoV-2 pandemic

, 71

Science, Technology, Engineering, Arts, and Mathematics education (STEAM education)

, 96–99

Sciences didactics

, 365

SDG Initiative at Tec

, 298

Self-assessment tools

, 230

Self-awareness

, 14

Self-directed approach

CBL and assessment

, 229–232

challenge approach at University of Trento and Healthcare Fund Challenge

, 232–237

final project

, 241

future directions

, 246

in Healthcare Fund Challenge

, 237–242

learning contract

, 238, 240, 243

learning diaries and outcomes

, 240, 243–244

lessons learned and future directions

, 242–246

peer evaluation

, 241

peer evaluation

, 244

reflection report

, 241–242, 244–245

Self-directed learning

, 8, 44, 47–48

Self-leadership

, 14

Self-perception of students

, 184

Semistructured interviews

, 350

Service-learning

, 306–308

Significant experiences

, 312

Skills

21st century

, 14

financial

, 134

Small and medium-sized enterprises (SMEs)

, 2, 346

Smart Energy Management Challenge

, 75–76

Social innovation, challenge-based learning for

2030 Sustainable Development Goals

, 309–317

background

, 303–304

focus

, 304–309

future directions

, 318–319

solutions and recommendations

, 318

UPAEP

, 304–305

Social reconstruction project

, 314–317

Social responsibility

, 71

Socially Oriented Interdisciplinary STEM Research Group (SOI-STEM-RG)

, 70

Soft skills

, 217

Solar Team Eindhoven

, 15

Southern Association of Colleges and Schools of the United States of America (SACS)

, 70

Space

, 15

Spanish Universidad International de la Rioja (UNIR)

, 204–205

Spatial Chat platform

, 267–268, 271–272

Square model

, 338–339

Square of Values

, 326–327

Stakeholder

, 15

CBI experience

, 261–262

experience of Eindhoven University of Technology

, 265

involvement

, 43, 271

meetings

, 259, 268

role

teaching engineering ethics via CBL

, 257

Stakeholder activities, reflection on

, 334–339

“Standard Challenge”

, 4–5

STEM

, 98–99

Strategic planning with SDG approach

, 289

Student

active engagement

, 203

engagement

, 148

experience

, 269–271

learning processes

, 326

participation

, 334–339

partnership

, 230

perspective on learning ecosystem

, 18–25

satisfaction

, 184

skills and competencies

, 394–395

student-centered active learning

, 337–338

student-centered learning

, 326

t-test

, 182, 193

Student as Producer

, 136–137, 148, 203–204

Supply chain modeling

, 202

Sustainability

, 311

learning for

, 110–111

Sustainable Development Engineering CBL experiences in i-semester

, 78

Sustainable Development Goals (SDGs)

, 8–9, 70, 110–111, 309, 317, 364, 392

CBL started at UPAEP

, 312–314

common good pedagogy

, 310–311

connections-based learning

, 311

formative program

, 310

Integrative Projects for Social Pertinence

, 311–312

issues, controversies, and problems

, 314

SDG 1

, 314–317

significant experiences

, 312

T-shaped professionals development

, 44, 47–48

TA sessions

, 267

Teacher support

, 52

Teacher training path, Form@tive Project for

, 375–376

Teaching

CBL

, 43–44, 47, 50–51

CBL as Teaching strategy

, 96–99

with real challenges

, 285–290

Teaching engineering ethics via CBL

, 255–268

CBL Experience of University of Lübeck

, 255–260

course setup

, 256–257

course structure

, 259–260

learning goals and deliverables

, 258–259

stakeholder role

, 257

Teaching ethics

via CBL

, 254–255

rationale and goals for

, 254

Team building

, 145–147

Team-based instructional change model

, 29

Teamwork

, 14, 132, 223, 234, 237–238

Tec de Monterrey

, 282

Tec21 Educational Model

, 8, 70, 72, 282, 285–286, 328

Technische Universiteit Eindhoven. See Eindhoven University of Technology (TU/e)

Technological competences, pedagogy for

, 111–112

Technology

in teaching and learning

, 136–137

technology-based challenges

, 96–97

use of

, 51

Technology enhanced learning (TEL)

, 402–404

recommendations

, 404

Tecnológico de Monterrey (TEC)

, 70

impact of CBL implementation in Tecnologico de Monterrey

, 84–85

challenge-based learning

, 72–79

future of CBL

, 85–89

manuscripts

, 81–82

methodology for CBL implementation at

, 79–84

Tec21 Educational Model

, 70–72

Test

, 193

Thematic analysis approach

, 350–351

Theory to practice

, 144–145, 147

3D Printing

, 76

Top-down process

, 38

Topical meetings

, 259

Tourism

, 158

data sharing and reliability

, 164–165

HE workshop in time of pandemic

, 161–163

management in digital age

, 158–159

Traditional educational models

, 71–72

Traditional finance courses

, 135

Traditional teaching approaches

, 14

Training partner

, 328–329

Transformational leaders

, 309

Transformative value

, 43

Transversal competences

, 71

Tried-and-tested pedagogy

, 98

Triple helix model of innovation

, 132, 346

21st-century skills through challenge-based learning

background

, 202–203

challenge-based learning project evaluation survey

, 222

data collection and analysis

, 207–209

effects of COVID-19

, 215–217

evaluating effectiveness of UoL4.0 Challenge

, 209–211

grasping experience

, 212–213

implementation of CBL in UG

, 199–200

limitations of research and future directions

, 217–218

main focus

, 203–211

origins

, 204–205

other issues concerning CBL implementation

, 214–215

reflections and lessons learned

, 212–217

subsequent events

, 205–207

transforming experience

, 213–214

Undergraduate (UG)

, 134, 199–200

United Nations Millennium Goals

, 70

United Nations Sustainable Development Goals (UN SDGs)

, 228, 282, 284, 297

analysis and diagnosis of municipality

, 288

challenge and stages

, 287

challenges, SDGs and proposed solutions

, 292–293

competences evaluated and developed by students

, 291

delivery of results

, 289–290

evaluation

, 293–295

exploratory analysis

, 288–289

future directions

, 295–296

methodology to address real challenges of 2030 Agenda

, 285

results

, 290–295

series of global challenges

, 283–285

stages of SDG Challenge

, 287–290

strategic planning with SDG approach

, 289

success stories of municipal development with SDG approach

, 289

teaching with real challenges

, 285–290

United Nations’ 17 Sustainability Goals

, 14

video Rubric

, 295

written report Rubric

, 294

Universidad Politécnica de Madrid (UPM)

, 7, 178

Universities

, 30, 71

University experience with CBL

, 314–317

University of Bergamo (UniBg)

, 158

University of Lincoln (UoL)

, 199–200

University of Lübeck, CBL experience of

, 255–260

University of Trento

, 8, 228

challenge approach at University of Trento

, 232–237

University Social Responsibility

, 312

University–industry linkages

, 360

UoL4. 0 Challenge

, 7–8, 200, 202–204, 346

editions

, 208

evaluating effectiveness of

, 209–211

financial viability of

, 218

at Lincoln International Business School

, 348–349

UoL4. 0 Competition

, 204–205

UoL4. 0 Design

, 204

UPAEP

, 304–305

Academic Systems of Social Relevance

, 309

CBL started at

, 312–314

Educational Model U50

, 306–308

entrepreneurial and innovation education

, 308–309

influences for challenge-based learning at UPAEP

, 305–306

UPM Concurrent Engineering Challenge (UPM CEC)

, 180–181

Utrecht University (UU)

, 27

Utrecht University Medical Centre (UMC)

, 27

Val Vertova

, 171

challenge, needs, and solutions for

, 171

Validated instruments for assessment of competencies under study

, 181–182, 186, 191–192

Valuation techniques

, 131–132

Value and Development Square

, 326–327, 336

Value Square Model, The

, 336

Vertical learning

, 29–30

Video Rubric

, 295

VisitBrembo

, 168–169

challenge, needs, and solutions for

, 168

VOLTTRON© (open-source software)

, 75–76

Wageningen University and Research (WUR)

, 27

Web content management

, 167–168

Webex (e-learning platform)

, 260

Wilcoxon–Mann–Whitney test

, 193

Wonder

, 271–272

World-class production systems

, 202

Written report Rubric

, 294

Xochimilco Challenge

, 74–75

ZIKLUM Challenge

, 74

ZOOM tool

, 88