Student learning experiences in challenge based learning across five Tanzanian universities

Abstract

This paper examines how innovative pedagogical models can support quality learning within resource-constrained higher education, contributing to inclusive and transformative education. The study examined students’ experiences, outcomes, and participation barriers through the Multi-competence Learning (MCL) programme, a locally adapted form of the Challenge-Based Learning (CBL) approach implemented across five Tanzanian universities. A mixed-methods analysis of surveys and group interviews from 226 students shows that MCL enhanced technical proficiency with geospatial tools, systems thinking, agency, and collaborative problem-solving. Students also reported that the community-linked challenges and stakeholders’ input, increased sense of purpose and belonging, motivation, and confidence in applying theory to practice. Concurrently, they reported challenges they faced, such as limited access to Information and Communication Technologies, heavy workloads, uneven mentorship, and difficulties obtaining datasets, which influenced participation and learning depth. These findings demonstrate how global pedagogical models can be recontextualised through MCL to align with local constraints shaped by structural inequalities and institutional rigidity. The study contributes to debates on the globalisation of educational innovation by showing how adapted frameworks can support inclusivity and practice-oriented learning in African universities. Policy implications highlight the need for strategic investment in digital infrastructure, faculty development, policy reforms, and institutional support for collaborative, challenge-driven learning.