An Inter-University CBL Course and Its Reception by the Student Body: Reflections and Lessons Learned (in Times of COVID-19)

The COVID-19 pandemic and the consequent restrictive measures adopted by countries have significantly reduced capacity of higher education institutions to carry out innovative international teaching learning activities. This paper provides a short reconstruction how seven European universities, members Arqus Alliance, handled this challenge. During 2020–21, that is, in full pandemic, partners redesigned implemented trans-European challenge-based (CBL) project involving university students from many disciplinary fields, including social sciences natural sciences, focused on climate change-related risks cities areas. Based experience, contingent conceptualization CBL is proposed, comprising eight characteristics, whose effectiveness then tested against data provided who participated courses. In context, results Likert questionnaire distributed participating universities will be discussed. analysis meant provide deeper understanding not only as pedagogical tool for specific output, but also broader experience generating outcomes teachers plan deliver activities, beneficiaries such other words, article aims highlight some enabling inhibiting factors “strategic CBL”—this latter expression supposed capture process designing implementing activity practice itself.