This study aims to address the persistent knowledge–action gap in sustainability education by implementing challenge-based learning (CBL) to transform students’ theoretical awareness into applied competencies.
A diagnostic survey (n = 108) assessed students’ sustainability knowledge, followed by two redesigned interdisciplinary undergraduate courses (n = 142) using the CBL framework. Students worked in 36 teams on real-world challenges. Pre–post surveys, knowledge quizzes and qualitative feedback were analyzed.
Students’ self-reported sustainability understanding increased by ∼48%, while their perceived ability to propose solutions rose by ∼53% (p < 0.001). Objective knowledge scores improved significantly. Qualitative results highlighted enhanced motivation, collaboration and agency.
Results are based on a single private Mexican university and short-term assessments. Longitudinal studies are needed to evaluate retention and real-world transfer of competencies.
CBL provides a replicable framework for integrating sustainability into diverse curricula. Universities can adapt this approach to foster active, interdisciplinary engagement and improve graduate employability.
Student-led projects extended beyond campus, engaging local communities and stakeholders in tangible sustainability initiatives, thereby bridging the campus–community gap.
This study offers empirical evidence from Latin America on how CBL can effectively transform sustainability from an abstract concept into a lived, actionable competence.
