Challenge-based learning implementation in K-12 education: a systematic literature review

Marco Fulvio GandiniDaniele Morselli^*

• Free University of Bozen-Bolzano, Bolzano, Italy

Challenge-Based Learning (CBL) is an emerging pedagogy designed to foster student engagement, collaboration, and problem-solving through the investigation of real-world challenges. While its use has been widely investigated in secondary and higher education, its implementation in primary school contexts remains limited and underexplored. This article presents a systematic literature review conducted in accordance with the PRISMA guidelines to examine current trends, methodologies, and outcomes associated with CBL in K-12 education.Searches were conducted in three major academic databases, ProQuest, Scopus, and Web of Science, yielding 16 journal articles and conference proceedings published over the last two decades. The 16 selected studies were analyzed across multiple categories, including school level, research type, methodological design, pedagogical components, assessment strategies, and focus areas. Findings suggest that, while CBL has been adapted to projects across K-12 educational settings, significant gaps remain in terms of theoretical grounding, teacher training, inclusive practices, and long-term assessment. STEAM disciplines emerged as the most common context for implementation, although promising applications were also identified in various school subjects. The review highlights the potential of CBL to support key competencies for lifelong learning from an early age but calls for more targeted research to support sustainable, inclusive, and scalable models of implementation. The findings offer practical insights and recommendations for educators, policymakers, and researchers aiming to introduce CBL across K-12 classrooms, encouraging its development as a transformative approach aligned with 21stcentury educational goals.