Enhancing student engagement and learning outcomes in higher education through challenge-based learning

In this research, the Challenge-Based Learning of Algerian university STEM courses is examined. Grounded in constructivist pedagogy, ChBL engages students in applied, interdisciplinary problem-solving for motivational, engagement, and performance purposes. In a mixed-methods approach, 120 students and four teachers at two universities were assigned to experimental (ChBL) and control (lectures) conditions by random selection. Quantitative data provided significant gain for the ChBL group Engagement scores were raised from 3.2 to 4.3 on a five-point scale (p < 0.001), and performance on the last exam was 78.6% versus 68.2% for controls. Qualitative findings from interviews and focus groups were higher motivation, collaboration, and perception by students of applicability, in addition to discussion of challenges like large class sizes and institutional restrictions. Such conclusions attest to the effectiveness of ChBL in improving learning results and establishing 21st-century competencies in Algerian universities. The study recommends additional teacher training, curriculum, and policy support for long-term implementation of ChBL at the university level. / Keywords: challenge-based learning, student engagement, academic achievement, higher education, pedagogical innovation