Module: Challenge-based learning for transformative change

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Challenge-based learning for transformative change
Module Code	GEO1021 (ITS: GY342)
Faculty	History & Geography	School	Humanities & Social Sciences
NFQ level	8	Credit Rating	5

Description

Many of the environmental challenges we face are considered ‘wicked problems,’ which describes a problem that is difficult to define and solve because of its complex and interconnected nature e.g., climate change, plastic pollution, biodiversity loss. For instance, there is often a lack of clarity in the overall goals and potential responses, which means there is no single solution to such problems. This module introduces students to challenge-based learning (CBL), an approach to address wicked problems associated with sustainability. CBL is an effective framework for learning while solving real-world complex challenges. The framework promotes collaboration to identify novel and practical ideas, ask provoking questions, and identify, investigate, and solve challenges, recognising that there may be many potential solutions to wicked sustainability problems. Using a CBL framework, students will identify a real-world wicked problem related to sustainability, gain deep subject area knowledge, and propose solutions and recommendations that can help to address the sustainability challenge identified. The module is applied in nature and is designed to develop skills necessary to thrive in an ever-changing world.

Learning Outcomes

1. Explain challenge-based learning and its usefulness to solving wicked problems
2. Collaborate with experts on real-world problems to develop a deeper knowledge of a sustainability challenge.
3. Identify a range of potential solutions to open, relevant, and problematic sustainability issues which requires a real solution.
4. Create a solution to a sustainability problem resulting in a real action.
5. Evaluate the outcomes of a challenge-based learning solution to a sustainability challenge.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Scheduled lectures / seminars and practicals
Independent Study	101	Independent reading, expansion on in-class material, completion of practical exercises, meeting with key stakeholders and final report write-up delivery
Total Workload: 125

Section Breakdown
CRN	20487	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Darren Clarke	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Group assignment	Group assignment focusing on CBL Engage phase activities	20%	n/a
Group assignment	Group assignment focusing on CBL Investigate phase activities	20%	n/a
Group assignment	Group assignment focusing on CBL Act phase activities	60%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

● Wicked problems ● Challenge-based learning ● Systems thinking ● Data analysis

Indicative Reading List

Books:
None

Articles:
None

Other Resources

None