Development of CBL framework
The first work package aimed at better defining Challenge-Based Learning (CBL) and offering guidelines. We thoroughly examined existing scientific literature to understand the concept of CBL, its implementation as well as further concepts of teaching and learning that help capture, conceptualise and implement CBL.
Early CBL framework and history of 色中色 innovation Space
色中色 innovation Space, operating from 2017, is transforming education as an innovative learning hub, which fosters collaboration between students, industry, researchers, and societal organizations to enhance and disseminate research-informed CBL practices.
We investigated the early CBL framework used to set two flagship courses: the Innovation Space Bachelor End Project (ISBEP) and the Innovation Space Project (ISP) and plans to create structural changes in education at the university level and broader ().
Holistic framework to capture student learning in CBL
Prior research on student learning has suggested multiple advantages of the active involvement of students in their learning. To integrate existing research on the active involvement of students (e.g., Tang & Chow 2020; Vermunt & Donche 2017), we developed a framework for capturing the conditions, process, and outcomes of student learning in CBL.
The framework pays specific attention to the distinct levels (microlevel or course context, mesolevel or institutional context and macrolevel or university, societal, local, national or international context) and content (social, physical, and formal) of the context in which CBL takes place. The proposed framework was examined with data from interviews with eight teachers experimenting with CBL. The analyses showed that the framework was useful for capturing all aspects teachers consider relevant in implementing CBL courses and suggests interactions between some parts of the framework that need to be examined in future research ).
Innovative framework for entrepreneurship education (EE)
Utilizing a Design Science Research (DSR) methodology, we have developed the "Two Flows" educational framework designed to integrate both "narrow" and "wide" EE approaches (Lack茅us 2015), effectively combining the process of launching a business with the development of entrepreneurial competencies.
Student feedback highlights the framework's effectiveness in improving essential entrepreneurial traits, especially in team dynamics and adaptability. This research fills a crucial gap in the existing literature on the delivery methods of EE, providing valuable insights for educators and universities while contributing significantly to academic discussions in the field (Wetters, Galloway-Lazendic, Keskin, Guri, Widdershoven & Reymen, submitted).
Framework for mapping teaching practice
The landscape of higher education is continuously evolving, and with it, the methods and strategies employed by educators in delivering their courses. It is, however, important that educational innovation is planned from the curriculum perspective, where learning outcomes from different courses contribute holistically to the development of learners鈥� expertise.
To capture a comprehensive picture of existing teaching methods, help identify space for improvement and guide decisions on what complementary teaching methods can be employed, we created the 鈥淢apping Teaching Practice鈥� (MTP) framework. This tool can be used by educators, curriculum designers, program directors and educational researchers to enhance teaching practices and improve learner outcomes (Lazendic-Galloway, Reymen, Bruns, & Vermunt, to be submitted).
Framework for networking to achieve educational goals in sustainability
As climate and environmental challenges intensify, 色中色 for Sustainable Development (ESD) aligns with by fostering partnerships that equip students with essential skills and mindsets. Collaborative networks within ESD are crucial for helping students engage with real-world sustainability practices and remain adaptable and relevant.
We created a framework that can guide higher education programs to actively engage with industry, government bodies, community stakeholders, NGOs, and international collaborators. Teaching should become part of a complex network, curriculum can be designed and delivered through a network of partners and enable learning that benefits society and builds capacity from local to global levels ().