Challenge-based learning implementation in K-12 education
A systematic literature review
Bibliographic Data
| ID | 22165156 |
|---|---|
| Authors | Marco Fulvio Gandini (Free University of Bozen-Bolzano), Daniele Morselli (0000-0001-7994-9443, Free University of Bozen-Bolzano) |
| Year | 2026 |
| Volume | 10 |
| Publication date | 2026-03-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1680347 |
| OpenAlex | W7135244750 |
| Language | EN |
| References cited | 53 |
Introduction Challenge-Based Learning (CBL) is an emerging pedagogy designed to foster student engagement, collaboration, and problem-solving through real-world challenges. While widely investigated in secondary and higher education, CBL implementation in primary contexts remains limited and underexplored, highlighting the need for systematic analysis of its trends, methodologies, and outcomes. Methods This systematic literature review followed the PRISMA 2020 guidelines. Searches across ProQuest, Scopus, and Web of Science (2004–2024) yielded 1,209 records, with 706 duplicates removed and 440 excluded after screening. Sixteen journal articles and conference proceedings focusing on K-12 CBL were included and analyzed across school level, research type, methods, pedagogical components, assessment strategies, and focus areas. Results CBL publications increased between 2006 and 2024, with equal distribution between journal articles (n=8) and conference proceedings (n=8). Empirical studies (n=12) predominated over theoretical ones (n=4), primarily using mixed methods (n=12). Secondary schools (n=9) were most represented, followed by primary (n=7), with STEAM disciplines dominant (n=10). Key pedagogical components included problem-solving (n=15), collaborative learning (n=10), and guided discovery (n=7). Assessment practices featured summative (n=9), rubrics (n=8), and formative approaches (n=7). Discussion The review highlights the potential of CBL to support key competence development across K-12 environments, calling for stronger theoretical foundations, teacher training, inclusive practices, and longitudinal assessment. STEAM applications predominate prevail, yet opportunities exist also in other subjects. The findings offer practical insights for educators, policymakers, and researchers, emphasizing the need for future research on qualitative student perspectives, robust teacher training, and sustained partnerships to support scalable, equitable CBL implementation aligned with 21st-century goals for lifelong learning competences
Affordance · Empirical research · Formative assessment · Qualitative research · Rubric · Summative assessment · Systematic review · Biomedical and Engineering Education · Innovative Teaching Methods · Problem and Project Based Learning
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| Highly cited | No |
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