From Project‐Based Learning to Challenge‐Based Learning: Empirical Evidence on Performance and Innovation in Engineering Students

Abstract

This study examines how Project‐Based Learning complements the tackling of challenges through Challenge‐Based Learning in an early engineering course. It synthesizes literature published between 2019 and 2024 and describes a didactic design with authentic assessment, a public product, and engagement with external stakeholders. The analysis considers three consecutive cohorts (2023–2025) and compares academic indicators with previous periods, together with evidence of performance in a Latin‐American competition. Results show high evaluation, success, and performance rates, and suggest that combining projects and challenges favors the transfer of learning and the development of integral competencies. Implications are discussed for the management of early engineering courses and for the improvement of university education.