Centre for the Enhancement of Learning and Teaching (CELT) | USW 2030 Curriculum - Unsolved problems and challenges as central to learning

Through enactment of this principle, learners have the opportunity to look critically and creatively at real-world, often ill-defined, challenges through of a range of different lenses and seek solutions from their own and other disciplines to meet the demands of industry, the community and the UN Sustainable Development Goals.

The principle entails course design that scaffolds authentic challenge-based learning across all levels, for example, through work placements, live briefs, practice-based projects, simulated environments focusing on real-world local, regional, national and global challenges.

In embedding this principle, USW course teams reflect on questions such as:

How does the course scaffold and link disciplinary knowledge with real-world scenarios (local, regional, national, and global)?
What opportunities are provided for learners to engage critically and creatively with real-world challenges and unsolved problems within the course?
What opportunities are provided within the course for learners to develop intercultural competence and engage with the UN Sustainable Development Goals?

Forensic student conducting a crime scene training scenario.

A nursing student is being supervised while carrying out an eye examination on an adult dummy.

A researcher in a lab coat and goggles is looking at plants in a greenhouse.

A sports student leading a sports coaching session with a group of children.

Where this principle is fully embedded, these reflections will evidence a curriculum:

Where learning and assessment provides holistic and integrated opportunities to consider the historical origins and cultural impact of the discipline and establish links between learning and real-world application.
Which have embedded, at their core, challenge-based learning; work-placements; live briefs; community engagement; and practice-based projects, providing opportunities for students to engage in real-world problem solving and problem prevention to create new solutions to local, regional, national and international challenges.
Which have scaffolded engagement with key stakeholders including industry, community, service users, USW researchers, and employers.
Which have assessments in a challenge-based learning environment which will predominantly be authentic, with opportunities for sharing outcomes with the wider community beyond the institution.

Watch this video to find out more (6m 16s) NB: The videos below were recorded in 2021. Since when, the participants have since moved into different roles at USW.

A wheel with different headings relating to the curriculum design principles. Challenge is highlighted in blue.

A Short Guide, with a Checklist

To help you implement the 'Presents Unsolved Problems and Challenges' USW Curriculum Design Principle, we have produced a short guide providing you with its role in curriculum design and assessment; the USW context which applies to it; information about literature supporting this principle; links to further reading; and a checklist to help you identify how well the principle is embedded in your modules.

Download our guide to 'Presents Unsolved Problems and Challenges'

For further reading, literature informing our thinking around challenge-based learning includes, but is not limited to:

Gallagher, S.E. and Savage, T., 2023. Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), pp.1135-1157.