Publicação
Learning through challenge-based innovation in a rural context: the students’ perspective
| Resumo: | This study explores an immersive Challenge-Based Innovation experience developed in Miranda do Douro, a rural municipality in Portugal. Through interdisciplinary and multicultural student teams, the initiative promoted co-creation with local stakeholders around real-world challenges. The qualitative methodology employed a combination of evocation, symbolic representation, audiovisual reflection, and peer evaluation to capture students’ perceptions, engagement, and sense of ownership. Results revealed significant gains in autonomy, collaboration, creativity, and responsibility, particularly in culturally rooted projects such as those related to Mirandese language and music. The study also highlights the value of facilitation strategies and student appropriation in team dynamics, as well as the importance of preparatory support to improve outcomes. The UNESCO pillars of learning – learning to know, to do, to be, and to live together – provided a useful interpretive lens to assess the transformative potential of the experience. The findings support the broader adoption of challenge-based methodologies to promote innovation and engagement in higher education, particularly in rural and peripheral regions. |
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| Autores principais: | Barroso, Bárbara |
| Outros Autores: | Antão, Celeste; Rodrigues, Pedro M.; Costa, Cláudia S.; Barbedo, Inês |
| Assunto: | Challenge-based learning Co-creation in higher education Facilitation Student engagement Transformative pedagogy |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| Resumo: | This study explores an immersive Challenge-Based Innovation experience developed in Miranda do Douro, a rural municipality in Portugal. Through interdisciplinary and multicultural student teams, the initiative promoted co-creation with local stakeholders around real-world challenges. The qualitative methodology employed a combination of evocation, symbolic representation, audiovisual reflection, and peer evaluation to capture students’ perceptions, engagement, and sense of ownership. Results revealed significant gains in autonomy, collaboration, creativity, and responsibility, particularly in culturally rooted projects such as those related to Mirandese language and music. The study also highlights the value of facilitation strategies and student appropriation in team dynamics, as well as the importance of preparatory support to improve outcomes. The UNESCO pillars of learning – learning to know, to do, to be, and to live together – provided a useful interpretive lens to assess the transformative potential of the experience. The findings support the broader adoption of challenge-based methodologies to promote innovation and engagement in higher education, particularly in rural and peripheral regions. |
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