Pedagogical Contribution of Challenge-Based Learning to the Training of Business Managers: A Systematic Review of The Literature (2019-2023)
DOI:
https://doi.org/10.18634/sophiaj.19v.2i.1307Keywords:
Challenge based learning, management education, educational innovations, higher educationAbstract
Education in the knowledge society faces enormous challenges that must be faced under the perspective of pedagogical and didactic innovation. In this time of change, Challenge-Based Learning (CBL) stands as a timely orientation for the improvement of teaching and learning practices, particularly in business administration programs offered in higher education institutions. Although CBL is a methodology that in recent years has been developed in different areas of knowledge, in the economic and administrative sciences the full potential that this approach has to offer to university education is still unknown. This being so, this article presents a systematic review of the literature on the pedagogical contribution of Challenge-Based Learning to the training of new business administrators in higher education, so that they can respond to the needs of present and future organizations. A descriptive study is conducted by analyzing research published from 2019 to 2023, following the Prisma guidelines. Eighty-two articles were reviewed using a qualitative thematic matrix. The results describe the benefits of integrating challenge-based learning into the pedagogical structure of business administration programs. This research contributes to the state of the art of a relevant aspect that is making its way into higher education in Latin America.References
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