Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:
Transdisciplinary challenge-based learning (T-CBL) has emerged as a transformative educational approach in life sciences and sustainability education, promoting the development of students as change agents. T-CBL engages learners from diverse disciplines in addressing real-life challenges—such as environmental, societal, and ethical issues—through collaboration with both academic and extra-academic actors. However, the role of coaches, who are often key academic actors within T-CBL, remains insufficiently defined and under-evaluated
Beschrijving van de interventie/innovatie:
In this study, 18 coaches from six T-CBL courses offered by an alliance of four Dutch universities were surveyed using a combination of baseline questionnaires and semi-structured interviews to explore their perceptions of their role within T-CBL. Coaches described their role as versatile and complex. Beyond assigning grades, they were responsible for providing feedback on group processes and individual students’ development, including self-reflection, personal goal setting, and overall well-being.
Ervaringen/analyse van de implementatie:
Support offered by coaches primarily focused on cognitive processes and social dynamics, rather than content-specific guidance. Regarding preparation for the coaching role, most coaches reported having received no formal training and expressed feeling insufficiently prepared. The findings indicate a need for further investigation into the role of coaches in relation to other actors involved in T-CBL, with the ultimate aim of identifying factors to consider in designing T-CBL courses, including determining which actors to involve and how to prepare them for their respective roles
Lessons learned (implicaties voor de praktijk):
There is broad agreement in education and research that students need to be prepared to navigate an increasingly uncertain, complex, and dynamic world, where many of today’s most urgent global challenges are multifaceted and not easily defined. Our findings support the need to further investigate the role of coaches in relation to the other actors involved in T-CBL with the final aim of identifying factors that must be considered before designing a T-CBL course, including which actors to involve, and how to prepare them for their respective roles in T-CBL. In particular, our findings underscore the importance of more clearly defining the relatively new role of coaches in education, and of developing structured pathways to prepare professionals for effective participation in T-CBL environments.
Referenties (max. 2):
Ferrario, A. S., O’Sullivan, G., Pennings, H. J. M., & Salvatori, D. C. Understanding the Complex Role of Coaches in Transdisciplinary Challenge-Based Learning. <i>Sustainability. 2025,</i> <i>17</i>(17), 7579.
O’Sullivan, G., Baggen, Y., Tho, C., Georgiou, D. & Pennings, H.J., van den Beemt, A. The role of academic and extra-academic actors in transdisciplinary challenge-based learning. Teach. High. Educ.2025, 1–17