62 The European Commission's support for the productionof this publicationdoes not constitute an endorsement of the contents, which reflect the views onlyof the authors, and the Commissioncannotbe held responsible for anyusewhich may bemade of the information containedtherein. Project Number: 2020-1-RO01-KA226-HE-095434 strategies based on the solution of problems similar to what they may find in professional development (Gutiérrez-Martínez et al., 2021). The challenge-based learning begins with the definition of the big idea that is explored in several ways. The most important thing is the attractiveness of this idea to students and society. Another step is the creation of essential questions and definition of challenge. Students come up with guiding questions, activities and resources used to the development of the successful solution. “The next step is analysis, which will set the foundation for the definition of the solution”. The implementation begins then the solution is agreed. The final step is the evaluation that includes the process testing and verification of the solution (Chanin, et al., 2018). In this way, students plan their own learning. According to Gutiérrez-Martínez et al. (2021) challenge-based learning is “a collaborative and active approach that promotes the students’ collaboration with their peers, teachers, and experts within their communities and around the world.” Students act “as experts on their area of study, while being confronted with the challenge of explaining, illustrating, and demonstrating the importance of their findings to the clients whose expertise did not necessarily include the full background of the students. This process leads the students to develop competences related to the reasoning for confronting the complexity of the multifaceted challenge, communication to transmit their discoveries, and to collaborate with the multiple components of the team, and digital transformation through the understanding and implementation of state-of-the-art automatization and analysis tools.” (Gutiérrez-Martínez et al., 2021).
RkJQdWJsaXNoZXIy NzYwNDE=