BackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?MethodsWe systematically reviewed the empirical literature published between 2010 and 2021. Forty‐eight empirical studies describing CBL implementation were analyzed using the curricular spider‐web framework.ResultsThe review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open‐ended, real‐world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.ConclusionsCBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real‐world context. However, there are limitations to the review and implications of the findings for educational research and practice.

中文翻译：

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工程教育中基于挑战的学习实施：系统文献综述

背景基于挑战的学习（CBL）是工程教育中越来越多地采用的一种教学方法。尽管 CBL 的实践不断增长，但关于如何在工程课程中实施 CBL 以及教师和学生的相关经验，文献中几乎没有达成共识。 目的为了解决这一差距，以下研究问题指导了本研究： CBL 目前是如何实施的在工程教育中？实施CBL有哪些困难和经验教训？方法我们系统回顾了2010年至2021年间发表的实证文献。使用课程蜘蛛网框架对48篇描述CBL实施的实证研究进行了分析。结果回顾显示了CBL的变化在课程和项目层面的实施。CBL 课程和项目分享了使用开放式的现实世界挑战作为学生学习的起点。然而，它们在具体课程中挑战的嵌入程度和学习重点方面有所不同，这些重点包括知识获取、知识应用和横向技能的发展。CBL 的经验在挑战特征方面也有所不同，例如与全球社会挑战的联系、利益相关者的参与和多学科性。教师和学生在不同的 CBL 实施示例中报告了类似的困难和经验教训。 结论 CBL 作为工程教育的一种教学方法，可以促进学生在现实世界背景下应对复杂的社会挑战。然而，教育研究和实践的审查和研究结果的影响存在局限性。