CHALLENGE-BASED LEARNING AND LEARNING DEVELOPMENT IN HIGHER EDUCATION STUDENTS ENROLLED IN THE HIGHER TECHNOLOGY PROGRAM IN NEGOTIATION AND SALES

Article Sidebar

PDF
Published: Aug 28, 2026
DOI: https://doi.org/10.29073/e3.v12i2.1248
Keywords:
Challenge-Based Learning Higher Technological Education Market Research Active Learning; PLS-SEM

Main Article Content

Laura Magali Chamba Rueda
Private Technical University of Loja, Ecuador
https://orcid.org/0000-0002-4882-0070
María Alejandra Luzuriaga Vásquez
Private Technical University of Loja, Ecuador
https://orcid.org/0000-0002-9570-331X
Karen Stefany Sandoval-Mora
Private Technical University of Loja, Ecuador

Abstract

The aim of this study was to analyze students' perceptions of the contribution of Challenge-Based Learning (CBL) to learning development in higher technological education, considering the dimensions of cognitive learning, critical thinking, academic motivation, meaningful learning, and collaborative learning. A quantitative, non-experimental, descriptive, and cross-sectional research design was adopted. The study involved 50 students enrolled in the Market Research course of the Higher Technology Program in Negotiation and Sales, who completed a market research project for a real organization as part of a challenge-based learning experience. Data was collected using a structured questionnaire consisting of 25 items measured on a five-point Likert scale. Descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to assess both the descriptive results and the psychometric properties of the instrument. The findings revealed favorable evaluations across all learning dimensions, with academic motivation (M = 4.50) and collaborative learning (M = 4.28) receiving the highest scores. The measurement instrument demonstrated satisfactory psychometric properties, with Cronbach's alpha and composite reliability values above 0.93 and Average Variance Extracted (AVE) values exceeding 0.74. Overall, the results suggest that students perceive Challenge-Based Learning as an effective pedagogical approach for promoting learning development through authentic, practice-oriented educational experiences.

Downloads

Download data is not yet available.

Article Details

How to Cite
Chamba Rueda, L. M., Luzuriaga Vásquez, M. A., & Sandoval-Mora, K. S. (2026). CHALLENGE-BASED LEARNING AND LEARNING DEVELOPMENT IN HIGHER EDUCATION STUDENTS ENROLLED IN THE HIGHER TECHNOLOGY PROGRAM IN NEGOTIATION AND SALES. E3 — Revista De Economia, Empresas E Empreendedores Na CPLP, 12(2). https://doi.org/10.29073/e3.v12i2.1248
Issue
Vol. 12 No. 2 (2026): Vol. 12 No. 2 (2026)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All articles published in e3 – Journal of Economics, Business and Entrepreneurship in the community of Portuguese-speaking countries are licensed under the Creative Commons Attribution (CC BY) license.

This license allows users to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, including commercial use, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.

Author Biographies

Laura Magali Chamba Rueda, Private Technical University of Loja, Ecuador

.

 

María Alejandra Luzuriaga Vásquez, Private Technical University of Loja, Ecuador

She holds a degree in Marketing Engineering from the International University of Ecuador (UIDE) and a Master of Science in Marketing from Carlos III University of Madrid, specializing in services marketing. She currently works as a professor and researcher at the Private Technical University of Loja (UTPL), in the area of ​​Communication and Strategic Marketing.

 

She has professional experience in strategic communication, digital marketing, public relations, and institutional communication management, having held management and advisory positions in public and academic organizations.

 

She is the author and co-author of scientific articles, book chapters, and research projects related to communication, marketing, and digital consumer behavior.

She holds a degree in Marketing Engineering from the International University of Ecuador (UIDE) and a Master of Science in Marketing from Carlos III University of Madrid, specializing in services marketing. She currently works as a professor and researcher at the Private Technical University of Loja (UTPL), in the area of ​​Communication and Strategic Marketing.

She has professional experience in strategic communication, digital marketing, public relations, and institutional communication management, having held management and advisory positions in public and academic organizations.

She is the author and co-author of scientific articles, book chapters, and research projects related to communication, marketing, and digital consumer behavior.

Karen Stefany Sandoval-Mora, Private Technical University of Loja, Ecuador

She holds a degree in Accounting and Auditing and is a Certified Public Accountant from the National University of Loja (UNL); an Economics degree from the Private Technical University of Loja (UTPL); a Master's degree in Tax Administration from the Institute of Higher National Studies (IAEN); and a Master's degree in Auditing, specializing in Financial Fraud Risk Management and Forensic Auditing, from the Private Technical University of Loja (UTPL). She is a Certified International Anti-Fraud Expert (CIE-AF®️).

 

She has experience in university teaching, research, and community outreach, developing academic activities in the areas of Accounting, Taxation, and Auditing.

 

She is the author and co-author of several scientific articles and research projects in the areas of accounting, auditing, taxation, internal control, fraud prevention, and higher education. She also has professional experience in providing accounting, tax, and financial consulting to individuals and legal entities, as well as in the management and evaluation of control processes, regulatory compliance, and risk management.

She holds a degree in Accounting and Auditing and is a Certified Public Accountant from the National University of Loja (UNL); an Economics degree from the Private Technical University of Loja (UTPL); a Master's degree in Tax Administration from the Institute of Higher National Studies (IAEN); and a Master's degree in Auditing, specializing in Financial Fraud Risk Management and Forensic Auditing, from the Private Technical University of Loja (UTPL). She is a Certified International Anti-Fraud Expert (CIE-AF®️).

She has experience in university teaching, research, and community outreach, developing academic activities in the areas of Accounting, Taxation, and Auditing.

She is the author and co-author of several scientific articles and research projects in the areas of accounting, auditing, taxation, internal control, fraud prevention, and higher education. She also has professional experience in providing accounting, tax, and financial consulting to individuals and legal entities, as well as in the management and evaluation of control processes, regulatory compliance, and risk management.

Crossref
Scopus
Google Scholar
Europe PMC

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Andreucci-Annunziata, P., Riedemann, A., Cortés, S., Mellado, A., Del Río, M., & Vega-Muñoz, A. (2023). Conceptualizations and instructional strategies on critical thinking in higher education: A systematic review of systematic reviews. Frontiers in Education, 8, Article 1141686. https://doi.org/10.3389/feduc.2023.1141686

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.

Ayala, J. (2020). El aprendizaje basado en problemas y el desarrollo de las habilidades del pensamiento crítico. Educación UMCH, 15, 18. https://doi.org/10.35756/educaumch.202015.130

Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823

De Los Ríos, L., Zavaleta, H., & Herencia, C. (2020). Aprendizaje basado en retos en la formación previa y continua de estudiantes de pedagogía para educación básica alternativa. Educación UMCH. https://doi.org/10.35756/educaumch.202016.154

Doolittle, P., Wojdak, K., & Walters, A. (2023). Defining active learning: A restricted systematic review. Teaching & Learning Inquiry, 11, Article 25. https://doi.org/10.20343/teachlearninqu.11.25

Escriche, N., Rebollo, C., Rafferty, N., Recio, O., & Vidal, J. (2021). Aprendizaje basado en retos: Implementación interuniversitaria en la asignatura de mejora genética animal. Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC). https://doi.org/10.26754/cinaic.2021.0056

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. American Philosophical Association.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Ito, T., & Umemoto, T. (2022). Examining the causal relationships between interpersonal motivation, engagement, and academic performance among university students. PLOS ONE, 17(9), e0274229. https://doi.org/10.1371/journal.pone.0274229

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057

Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F. K. Y., Wong, M., & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381–395. https://doi.org/10.1080/713611442

López-Fraile, L., Agüero, M., & Jiménez-García, E. (2021). Efecto del aprendizaje basado en retos sobre las tasas académicas en el área de comunicación de la Universidad Europea de Madrid. Formación Universitaria, 14(5), 65–74. https://doi.org/10.4067/S0718-50062021000500065

Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.

Quintero, V., Palet, J., & Olivares, D. (2017). Desarrollo del pensamiento crítico mediante la aplicación del aprendizaje basado en problemas. Psicologia Escolar e Educacional, 21(1), 65–77. https://doi.org/10.1590/2175-3539201702111072

Sánchez, S., & Sotelo, J. (2021). Graduate profile in engineering students: Significant contributions of problem-based learning methodology. https://doi.org/10.17268/sciendo.2021.004

Sepúlveda, R., Hinojosa-Torres, C., Cortés-Roco, G., & Zavala-Crichton, J. (2024). Aprendizaje basado en proyectos y gamificación como estrategias de aprendizaje. Retos. https://doi.org/10.47197/retos.v60.107939

Xie, K., Vongkulluksn, V. W., Lu, L., & Cheng, S. L. (2020). A person-centered approach to examining students' motivation, engagement and academic performance. Contemporary Educational Psychology, 62, 101877. https://doi.org/10.1016/j.cedpsych.2020.101877

Most read articles by the same author(s)