Experiences and perspectives regarding challenge-based learning in online sustainability education

In this opinion article, the authors share their experiences with and perspectives on course design requirements barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is established approach for (higher) education. It enables teachers to engage students open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research scarce mainly based face-to-face case studies. Thus far, opportunities apply educational settings are also underinvestigated. Using TPACK framework, address technological, pedagogical content knowledge related The integration of different components discussed, providing designers insight into barriers. This paper supports promising future education, especially context inter-/national inter-university collaboration, yet emphasizes need deliberate use collaboration teaching tools.