Purpose This study explores the application of Challenge-Based Learning (CBL) in preparing students for the MICE (Meetings, Incentives, Conventions and Exhibitions) industry in Asia. Using the AFECA Asia MICE Youth Challenge 2024 as a case, it investigates how CBL fosters student engagement, critical thinking and leadership, addressing the gap between academic training and industry needs. Design/methodology/approach A mixed-methods approach was used, combining survey data from 36 students and reflections from participants and coaches. Quantitative data were analyzed using descriptive statistics, while qualitative responses were thematically examined using Clarke and Braun's (2013) six-step method to assess CBL's impact on student learning. Findings CBL was found to enhance students' skills in teamwork, adaptability and communication while improving their motivation and industry readiness. Real-world challenges promoted the practical application of theory. Minor obstacles included inconsistent team dynamics and limited structured reflection. Coaches noted gains in pedagogical innovation and professional exposure. Originality/value This study adds to the limited literature on CBL in Asian MICE education. It shows that experiential, competition-based learning strengthens professional competencies and bridges academic learning with industry demands. The dual perspective of students and educators offers practical guidance for curriculum enhancement in business event education.
Ch'ng et al. (Tue,) studied this question.