Conceptualising variety in challenge-based learning in higher education: the CBL-compass

Increasingly higher education programs are made learner centred and flexible to face societal changes. Challenge-based learning (CBL) is an educational concept shaping these open programs. This article aims articulate a framework for analysing CBL characteristics within between study components in academic curricula. It contributes detailed conceptualisation of clarity on what implementations consist of. The dimensions indicators the reflect points attention research evaluation design implementation. We argue variety or Furthermore, we point out how this opens into designing teaching multiple domains, it identification commonly agreed CBL. Recent projects referenced as illustration approach. informs debate development nascent field research.