Dutch University Transforms Engineering Education Through Real-World Problem Solving

2025-12-25 community

Eindhoven, Thursday, 25 December 2025.
Eindhoven University of Technology revolutionizes traditional engineering education by implementing Challenge-Based Learning across all departments. Students now tackle authentic industry problems from companies like DAF Trucks, developing entrepreneurial skills essential for modern innovation economies. The program has expanded dramatically, serving 4,400 students annually through 40 specialized courses and over 40 student teams.

Innovation Space Drives Educational Transformation

The transformation at Eindhoven University of Technology centers on TU/e innovation Space, established approximately eight years ago and housed in the Matrix building [2]. Scientific director Isabelle Reymen, who was asked in 2015 to integrate CBL into the education system, spearheaded this initiative alongside Miguel Bruns and Rick de Lange, starting with just a few CBL courses in 2017 [2]. The program has experienced remarkable growth, expanding from 1,600 students per year at its inception to currently facilitating 4,400 students annually through 40 CBL courses and over 40 student teams [2]. This dramatic expansion reflects the university’s commitment to preparing students for real-world challenges through hands-on learning experiences.

Real-World Problem Solving in Practice

The practical implementation of CBL varies across departments, with each adapting the methodology to their specific disciplines. In the Department of Mathematics & Computer Science, Associate Professor Dirk Fahland created the Data Challenge course approximately seven years ago, which has evolved into a comprehensive CBL experience [1]. The course serves undergraduate Data Science students for three consecutive years, culminating in third-year students working independently in groups to address open problems presented by companies or public authorities [1]. With around 150 students participating and support from five teachers and eight tutors who are master’s students with prior course experience, the program demonstrates the scalability of CBL methodology [1]. Fahland emphasizes the intentional struggle built into the curriculum, stating that students must “struggle with themselves and this course because they grow through this” while being allowed to make mistakes as long as they learn from them [1].

Institutional Integration and Future Plans

TU/e’s commitment to CBL extends beyond individual courses to comprehensive curriculum redesign across the institution. The university implemented the Bachelor College in 2012 and the Graduate School in 2013, with bachelor programs undergoing redesign in 2023 [4]. Master programs are scheduled for redesign in 2026, as part of TU/e’s strategic vision to offer small-scale, personalized education by 2030, emphasizing Challenge-Based Learning and Professional and Personal Development [4]. The educational transformation aligns with Strategy 2030 under the theme of Talent, positioning CBL as central to the university’s educational vision [1][2]. In September 2023, the university launched Bachelor College 2.0, incorporating CBL as a key component of the new educational framework [1][2].

Cross-Disciplinary Innovation and Industry Partnerships

The CBL approach extends across multiple departments, including Applied Physics and Science Education, which focuses on shaping tomorrow’s engineers through inclusive education and cutting-edge research [3]. The department collaborates with industry and knowledge institutions within the high-tech Brainport region to address pressing technological and societal challenges [3]. Similarly, the Department of the Built Environment integrates CBL into its sustainability-focused programs, emphasizing challenge-based projects that address real-world environmental concerns [5]. The university currently offers specialized electives like “Innovation through Art & Design” (1ZM250), which brings together interdisciplinary teams of 3-5 students from all study programs to work on challenges combining technological and artistic elements [7]. These programs demonstrate how CBL methodology adapts across diverse fields while maintaining its core focus on practical problem-solving and entrepreneurial skill development.

Bronnen

Challenge-Based Learning Engineering Education