Adaptability profiles and learning differences of first-year bachelor students in a CBL course

Challenge-Based Learning (CBL) encourages students to solve complex, real-world problems in open-ended settings, making adaptability a crucial factor for success. This study explores how to support students entering CBL environments by examining adaptability profiles based on learning dispositions, specifically focusing on self-regulated learning (SRL) and critical processing. Adaptability in CBL is defined by alignment with CBL principles rather than demographic factors, emphasizing students' learning patterns (Vermunt &amp; Donche, 2017).<br/> Using survey data from 40 first-year students in a Dutch university’s CBL course, we performed a two-step clustering analysis to identify adaptability profiles, forming two clusters: Cluster 1 (less adaptive, 8 students) and Cluster 2 (adaptive, 32 students). A thematic analysis of self-reflection reports revealed that adaptive students used flexible strategies, showed resilience, and viewed challenges as growth opportunities. Less adaptive students, however, focused primarily on knowledge acquisition, expressed concerns over new concepts, and demonstrated limited engagement with broader course dynamics.<br/> Quantitative results indicated significant differences in disciplinary learning gains between clusters, with adaptive learners achieving higher gains (M = 4.3) than less adaptive learners (M = 3.5). However, there was no significant difference in teacher-assessed final grades between the clusters.<br/> This study highlights the importance of tailored interventions in CBL, suggesting that structured guidance and support for less adaptive students may enhance their confidence and adaptability. Limitations include a small sample size, and future research should consider in-depth interviews with less adaptive students to deepen understanding of their experiences and support needs in CBL contexts.<br/>