Implementing challenge-based learning in a Taiwanese undergraduate business course: Industry partnerships, ESG, and iterative design

This study examines a two-phase Challenge-Based Learning (CBL) design in an undergraduate business course integrating industry partnerships, iterative revision, and an Environmental, Social, and Governance (ESG) requirement. Using pre- and post-course surveys and structured reflections, post-course ratings were higher for instructional quality, perceived learning, skill development, and engagement. Engagement was positively associated with effort, enjoyment, and interaction with industry partners, whereas the fixed computer-classroom setting showed a negative association. The study shows why CBL design matters by identifying staged challenges, repeated feedback, joint evaluation, and autonomy support as practical governance routines for business classes, while noting student-led problem identification and learning-space flexibility as continuing challenges.