Challenge-based learning to promote resilience and peaceful coexistence in diverse educational environments
DOI:
https://doi.org/10.71112/9zevwv94Keywords:
challenge-based learning, resilience, peaceful coexistence, active methodologies, secondary educationAbstract
This study analyzed the impact of Challenge-Based Learning (CBL) as a pedagogical strategy to promote resilience and peaceful coexistence in students from diverse educational backgrounds. A quasi-experimental design with a mixed approach was applied to two high school groups: an experimental group that participated in CBL activities aimed at collaborative problem-solving related to school climate, and a control group that followed a traditional methodology. The intervention lasted eight weeks and included pre- and post-test measurements of resilience and coexistence, complemented by focus groups and observations for qualitative analysis. The results showed significant improvements in resilience and prosocial behaviors, as well as a reduction in antisocial behaviors in the experimental group compared to the control group. These findings support the potential of CBL as an active methodology that promotes learning, socio-emotional development, and school cohesion. It is suggested that teacher training be strengthened and longitudinal studies conducted to ensure the sustainability of the positive effects.
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