Challenge-Based Learning and Sustainability Competencies in Food and Nutrition: Highlighting the Evidence Gap and Future Directions

Abstract

Challenge-based learning (CBL) is an active educational methodology that empowers students to develop tools and strategies to tackle real-world problems and navigate complex situations similar to those they will encounter in their professional lives. It promotes learner autonomy, collaboration, and problem-solving across disciplines. The aim of this study was to conduct a literature review focused on the use of CBL as a pedagogical methodology for fostering sustainability competencies. The systematic review analysed articles that empirically evaluated the application of CBL in sustainability education. The main contributions of this review include highlighting the significance of integrating real-life challenges with educational practices to promote sustainable development. The findings revealed a lack of evidence regarding the implementation of CBL in nutrition education, where its potential to strengthen systems thinking and sustainability competencies remains largely unexplored. Future research should focus on refining CBL methodologies, developing effective competence assessment tools, and exploring how these approaches can be adapted to nutrition education and practice.