Embedding problem-based learning to higher education leads to various benefits

It is widely acknowledged that to keep up with the rapidly changing world of work and to contribute to solving pressing local and global challenges, current students, i.e., the future change makers, need competencies beyond content knowledge (e.g., OECD, 2018; World Economic Forum, 2023). These “core competencies”, referred also to as “21st-century skills”, “transferable skills”, and “soft skills”, include a variety of knowledge, skills, attitudes, and values that enable one to adapt and innovate in the labour market and to contribute to sustainable development (OECD, 2019; UNICEF, 2019). To provide students with these competencies requires a paradigm shift from lecture- and memorisation-based, i.e. teacher-driven, teaching to more practical and student-centred methods.

Problem-based learning (PBL) is one of the approaches to equip students with transferable skills and to enhance the world of work -relevancy of education. There are various ways to implement PBL, one of them being the “student challenge” concept. In student challenges, students are immersed in real-life challenges or cases faced by an existing actor, such as a company or civil society organisation (Määttänen et al., 2022). The learning happens through a “PBL cycle”, during which students, within multidisciplinary teams, find a solution(s) to the presented challenge. Student challenges introduce students to the world of work (Figure 1), providing students with both an understanding of what competencies are required in the labour market and an educational platform to practice these competencies. In addition, students can connect and build networks with the labour market and potential future employers.

As part of AgriSCALE (www.agriscale.net), Forest21 (www.forest21.org), and PBL-Bio Africa (www.pbl-bioafrica.net) projects, the student challenge concept has been introduced and piloted in various universities in East and Southern Africa. In this article, we reflect on the perceived benefits – crystallised in various discussions and workshops with partner universities’ staff and participating students – of introducing and implementing PBL through student challenges and discussing how to further develop this learning design.

The multifaceted importance of student challenges

Student challenges were perceived to bring benefits on three levels: (i) on the individual level to participating students and teachers, (ii) on an institutional level to the respective universities, and (iii) on a societal level.

Individual benefits

Student challenges have allowed students to apply theoretical knowledge to real-world problems, enhancing their theoretical understanding and practical competencies. The learning method has encouraged students to think critically, analyse problems, and develop innovative solutions, promoting holistic and interdisciplinary approaches and skills to problem-solving. The working method has developed students’ soft skills, such as collaboration, communication, and leadership. All the abovementioned enhance workplace readiness. The competencies gained and practically demonstrated make students attractive to employers, further amplified by the valuable connections and networks created during the student challenges. Indeed, many student challenge participants have landed a job or become self-employed soon after or even before graduation.

Teachers have gained professional development opportunities in guiding and mentoring students through student challenges. Teachers have developed new pedagogical skills, knowledge of active and participatory learning methods, and new tools to organise teaching. By observing students in action, teachers have identified learning gaps, allowing them to tailor future lessons to address specific areas of improvement. The student challenge concept has allowed teachers to stay up-to-date on industry trends and real-world applications of their subject matter. Continuous professional development is expected to enhance teachers’ motivation and contentment in their daily work. 

Institutional and societal benefits

Students are often attracted to institutions that offer unique and practical learning experiences, such as student challenges, potentially leading to increased enrolment. Institutions that actively engage in community problem-solving and innovation gain a positive societal-wide reputation. Competent alums who make a positive impact in their respective fields enhance their universities’ reputation among employers. The outcomes of student challenges can contribute to academic research and knowledge in various fields, adding to the institution’s intellectual contributions.

The co-working with industry, societal, and government institutions distribute the benefits of student challenges throughout society. Student challenges stimulate innovation and creativity and create new knowledge and novel solutions to existing problems faced by society and/or industry. Student-led initiatives can have a positive social impact, contributing to community development, economic growth, and improved quality of life.

The way forward – upscaling and upgrading student challenges

Due to the various benefits, it is important to continue, upscale, and further develop the student challenges even after the projects exit. We have recognised five development opportunities to upgrade student challenges for improved access and impact.

(i)Technology integration. Virtual collaboration tools, data analytics, and other technological resources can enhance collaboration and the efficiency and impact of students’ solutions to address challenges.

(ii) Global Collaboration. Institutions in Africa may increasingly collaborate with international partners, addressing global challenges. This can provide students with a broader perspective, wider networks, and the opportunity to work on solutions that have global implications.

(iii) Community engagement and impact assessment.Future student challenge initiatives can place a stronger emphasis on community engagement and measuring the long-term impact of solutions. Partnerships with local communities, NGOs, and government agencies would be important to ensure that the proposed solutions are sustainable and address the root causes of the identified challenges.

(iv) Entrepreneurship and Innovation. Student challenges could be designed to not only address existing problems but also to foster entrepreneurship and innovation. Encouraging students to develop and implement their solutions could contribute to economic development and job creation.

(v) Recognition and incentives. Recognising and rewarding student achievements in student challenges is essential. This could include academic recognition, awards, or further education and research opportunities. Such incentives could motivate more students to participate actively in these initiatives.

Upscaling and upgrading student challenges does not happen by itself, but support from various levels is needed. Thus, we encourage governments to prioritise and allocate resources to these initiatives, universities to integrate student challenges into their curricula and provide teachers with the support and flexibility needed to implement student challenges, and teachers to bravely move away from traditional lecture-base approaches and embrace active and practical learning methods, such as student challenges.