van den Beemt, AntoineVázquez-Villegas, PatriciaGómez Puente, SoniaO’Riordan, FionaGormley, ClareChiang, Feng-KuangLeng, ChuntaoCaratozzolo, PatriciaZavala, GenaroMembrillo-Hernández, Jorge2024-09-242024-09-242023-03Education Sciences. Volume 13, Issue 3. March 2023. Article number 2342227-7102https://repositorio.unab.cl/handle/ria/60458Indexación: ScopusTeaching by subjects and contents where students passively receive knowledge is increasingly obsolete. Universities are opting for teaching strategies supporting skills development to face the labor, social, environmental, and economic conditions afflicting us. Employers demand increasingly complex skills; universities have identified experiential learning as giving access to real situations and learning by doing. One of the most advanced strategies is Challenge-Based Learning (CBL). Through real problem situations, faculty and students collaborate to solve an established challenge, with or without external stakeholders. This educational advancement has been global and is developing graduates with international skills, which ensures a world-class standard. Here we report a global study carried out in universities from three different continents, and we analyze the implementations of CBL in educational programs through cases in Mexico, The Netherlands, Ireland, and China. Developing skills and competencies is evident, and CBL is a viable way to ensure the success of Higher Education graduates. Obstacles in the transformation of faculty towards CBL are a similar fence in all cases. For CBL, the path needs to be explored, as it is on the frontline of educational developments that can be most helpful for developing a new paradigm in education. © 2023 by the authors.enCurriculumEducational InnovationFlexibilityHigher EducationSTEMArtículoCC BY 4.0 Attribution 4.0 International Deed10.3390/educsci13030234