Integrating Challenge-Based Learning Through a Course Redesign:A Team Teaching Aspect

This qualitative study investigates collaborative course development and the shift from individual to team teaching aspect through the implementation of Challenge-Based Learning (CBL). By following the redesign of three separate courses into a cohesive 'learning line' we gather insights from four university lecturers and an educational designer involved in the process. Initial findings suggest that adopting the CBL approach to course design encourages a collaborative teaching environment and enhances lecturers’ pedagogical skills. This approach not only addresses the challenges of traditional teaching practices but also significantly contributes to the professional development of educators by promoting teamwork, shared learning and peer support. In this presentation, we will explore the challenges encountered in the collaborative design and discuss the benefits of the team teaching approach.