CHALLENGE-BASED LEARNING (CBL) AS THE BASIS FOR ENTREPRENEURSHIP IN SECONDARY SCHOOL STUDENTS
DOI:
https://doi.org/10.56219/se.v26iExtraordinaria%20N°%201.5082Keywords:
Challenge-Based Learning, entrepreneurship education, competencies, secondary education, pedagogical innovationAbstract
This article analyzes Challenge-Based Learning (CBL) as a pedagogical mediation for the development of entrepreneurial competencies in secondary education, within a global context that demands creativity, leadership, and the capacity to act in changing scenarios. The objective was to examine, systematize, and contrast scientific production published between 2019 and 2026 regarding the relationship between CBL and entrepreneurship education, identifying convergences, divergences, and research gaps. Methodologically, a systematic theoretical review with qualitative comparative analysis was conducted, following the PRISMA 2020 guidelines (Page et al., 2021). The search was carried out in indexed databases such as Scopus, WoS, ERIC, SciELO, and Redalyc, selecting 21 empirical studies and relevant international frameworks. The findings indicate that CBL strengthens leadership, autonomy, creativity, and strategic thinking when challenges are connected to real-world contexts (Reyes Aceves & Luna Andrade, 2024; Simón, 2023). Likewise, frameworks proposed by the OECD (2023) and the European Commission (2022) support the relevance of a competency-based approach. However, tensions related to traditional assessment systems and curricular fragmentation in Latin American contexts were identified. In conclusion, CBL demonstrates significant transformative potential, provided it is implemented with institutional coherence, formative assessment practices, and sustained curricular integration.
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