Challenge-Based Learning (CBL) is a relatively new contribution to the pedagogical landscape, emerging in the early 2000s. CBL shares features with PBL (Problem-Based Learning) and PjBL (Project-Based Learning) but distinguishes itself by involving learners and stakeholders in co-creating challenges, where the challenge is not fully predefined. Learners act as subject experts, with the teacher facilitating and supporting the learning process.

In the evolving educational landscape, the shift towards PBL and CBL transforms learning. The CBL learning experience is typically multidisciplinary, involves different stakeholder perspectives, and aims to find a collaboratively developed solution, which is environmentally, socially, and economically sustainable. This evolution necessitates a redefinition of the teacher's role. Teachers are to become mentors, guiding students through active exploration and self-directed learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education.

"Challenge-Based Learning encourages mentors or lecturers to think outside the box and explore new ways of approaching learning objectives. It requires teachers an lecturers to adapt their mindset, teaching techniques, and assessment methods to align with the principles of CBL. This may involve stepping out of one's comfort zone and being open to experimentation and iteration." -University lecturer, Ardhi University, Tanzania

Stakeholder engagement is pivotal in CBL, connecting academic studies with real-world challenges. This exposure to authentic problems fosters collaboration and solution-oriented thinking, preparing students for future complexities. The core of PBL/CBL is student-centered active learning, where students actively participate, breaking down complex problems collaboratively, fostering critical thinking and problem-solving skills. The connection with real-world scenarios requires from a mentor skills to encourage students to work actively with experts, peers and multiple stakeholders and simultaneously urge them to pursuit their future professional endeavours.

"In the traditional way of teaching, students are taught in class without or with very little interaction with stakeholders. Providing early linkages to stakeholders not only makes students get a real feeling of what is happening in the labour market but also start preparing them for the industry while still at university." -University lecturer, Moshi Co-operative University, Tanzania