Challenge-based Learning to Achieve Higher-order Thinking Skills

Higher education institutions are seeking ways to develop students' higher-order thinking skills (HOTS) through student-centred teaching approaches, as these skills promote active learning, align educational programs with job market demands, and equip students with the cognitive abilities necessary for future career success. This study focuses on one such teaching approach called Challenge-based learning (CBL). The aim of this study is to explore what is claimed in the theory of CBL in relation to HOTS and confront that with the CBL implementation at a Dutch university. The research question of this study was: How does CBL lead to HOTS? To answer this 3 sub-questions were formed: 1) According to existing literature, what is the theory of action of CBL to achieve HOTS in students of HE? 2) What are the perspectives of teachers and educational experts regarding the theory of action of CBL to achieve HOTS? 3) What is the difference between theory and the teacher's perspective? If there is a difference, how can it be explained? Six broad propositions relating to the aspects of CBL in connection with HOTS were formed based on the literature review: Relevant societal problem, broad ideas, structured yet divergent, formulation of questions, co-creation and reflection and sharing. Twenty four interviews were conducted to gather the perceptions about these six propositions from teachers and educational experts involved in implementing CBL across twenty two courses from different faculties of this university. In addition to other findings, the study discovered that the majority of the interviewees agreed with the propositions based on their first-hand experiences, demonstrating a general consistency between theory and practice. The study ends by discussing its limitations and giving directions for future research.