The current socioeconomic context, defined both by the globalization of markets and production, requires the adaptation of the business models to this new scenario. This process of globalization generates a high level of competition, playing a relevant role in the future of companies. The ways to achieve this competitive position, the motor of development and business growth and consequently the creation of employment, involve intellectual capital and the efficient management of knowledge, as well as the application of innovative strategies. This context demands the development of a new professional profile that demonstrates a clear improvement of its competences, not only technical but also basic and transversal such as initiative, responsibility, commitment, autonomy, teamwork, analysis capacity, knowledge transfer and capacity of decision among others.
The main objective of this model is the acquisition of competences by the students; competencies that are more adjusted to the needs of current companies (technical skills & transversal skills)
Formative processes that work not only the necessary technical and academic aspects for the professional performance but also the essential transversal competences for the professional development.
The presentation of a problematic situation, its transformation to a challenge, as well as the whole process until obtaining a result, is structured based both on the technical and specific competences as well as on the transversal competences such as: autonomy in learning, teamwork, orientation towards extraordinary results, etc.
The problematic situations are presented to the class, configured in teams, where the work process has to enable the students to live the situation as a challenge and have the opportunity to generate the necessary knowledge that allow them to provide the best solutions.
The model approach by challenges needs a reinterpretation of the mechanics of learning: the interpretation of learning as a process of evolution, where the students are responsible for it. The learning based on challenges allows to have a context and a moment in which the students individually and by teams are put into action and produce a result. This result is analysed and assessed (what worked and didn’t work) for deciding what is going to be done differently in the next challenge to get closer to higher goals.
Knowledge of the approach
Monitoring and evaluation
It is essential to follow an exhaustive evaluation process. This evaluation should include aspects of cross-curricular competences and should be considered along the learning process.
Pros and cons
Positive elements (effectiveness)
- Closer to work reality
- Richer in meeting and relational learning
- More motivating
Negative elements (criticalities)
- Need to structure new training spaces.
- Both educators and students need to change traditional learning models.