Integrating PBL and CBL in operations management education: bridging theory, practice and sustainability for Quality 4.0 in higher education

Purpose This study investigates the effectiveness of integrating problem-based learning (PBL) and challenge-based learning (CBL) methodologies into operations management education to enhance undergraduate students’ theoretical and practical skills. Despite increasing adoption of these methodologies, there is limited research on their ability to bridge the gap between theoretical knowledge and real-world application in operations management. Addressing this gap, the study evaluates the relationship between students’ theoretical understanding and their ability to develop innovative, sustainable solutions aligned with the Sustainable Development Goals (SDGs). Design/methodology/approach The research employs a mixed-method approach, combining a theoretical knowledge assessment using a Kahoot! quiz and a practical evaluation based on students’ project-based final grades. Statistical analyses, including parametric and non-parametric tests, provide insights into the correlation between theoretical and practical performance. Findings The findings highlight the transformative potential of PBL and CBL in fostering critical skills such as teamwork, problem-solving and innovation, even though no direct correlation was observed between quiz scores and final grades. Originality/value This study contributes to the evolving discourse on active learning methodologies in operations management by emphasizing the integration of sustainability and digitalization within curricula. The results provide both academic and practical insights for educators seeking to align pedagogical strategies with the demands of Industry 4.0 and sustainability-driven production systems.