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Co-Creating Human-Centred Climate Solutions through Challenge-Based Learning: Insights from Kenya-UK Learning and Design Lab

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Title: Co-Creating Human-Centred Climate Solutions through Challenge-Based Learning: Insights from Kenya-UK Learning and Design Lab
Language: English
Authors: Judy N. Muthuri (ORCID 0000-0001-9907-156X), Gulsah Kutuk (ORCID 0000-0003-2921-5358), Renson Muchiri Mwangi (ORCID 0000-0002-7528-4250), Betsy Muriithi (ORCID 0000-0003-1393-2045), Grace Kamere, Karina Faßbender
Source: British Educational Research Journal. 2026 52(1):127-155.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Undergraduate Students, Graduate Students, Climate, Environmental Education, Perspective Taking, Empathy, Developing Nations, Developed Nations, Problem Solving
Geographic Terms: United Kingdom (England), Kenya
DOI: 10.1002/berj.70074
ISSN: 0141-1926
1469-3518
Abstract: The global climate crisis calls for innovative educational approaches that empower individuals to critically engage with its complexities and inequalities. Climate change education (CCE) is a key strategy to foster the knowledge, agency, and action needed for such engagement, particularly within higher education. Yet, traditional content-driven approaches often fail to address the dynamic and context-specific nature of climate change impacts. This article explores the potential of human-centred challenge-based learning (HCCBL) to promote equitable and inclusive CCE through transdisciplinary co-creation and Global North-South dialogue. We draw on findings from the UK-Kenya University Partnerships: Learning and Design Lab, a British Council project that involved undergraduate and postgraduate students from universities in Kenya and England in the United Kingdom. Sixty (60) university students collaborated in intercultural teams across three labs to co-create solutions for real-world climate resilience challenges identified by three (3) industry partners in Kenya. The findings highlight HCCBL's value in bridging theoretical knowledge and real-world application as well as enhancing students' problem-solving and intercultural competencies. However, challenges such as cultural dynamics, time constraints, and asymmetric travel opportunities underscore the need for adaptive and equitable facilitation. This study positions HCCBL as a transformative pedagogy in CCE that supports co-creation, knowledge exchange, and sustainability leadership among university students in high-vulnerability contexts. It also discusses implications for educators, policymakers, and industry stakeholders who are committed to inclusive, justice-oriented climate action through education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499115
Database: ERIC
FullText Text:
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  Data: Co-Creating Human-Centred Climate Solutions through Challenge-Based Learning: Insights from Kenya-UK Learning and Design Lab
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  Data: <searchLink fieldCode="AR" term="%22Judy+N%2E+Muthuri%22">Judy N. Muthuri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9907-156X">0000-0001-9907-156X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gulsah+Kutuk%22">Gulsah Kutuk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2921-5358">0000-0003-2921-5358</externalLink>)<br /><searchLink fieldCode="AR" term="%22Renson+Muchiri+Mwangi%22">Renson Muchiri Mwangi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7528-4250">0000-0002-7528-4250</externalLink>)<br /><searchLink fieldCode="AR" term="%22Betsy+Muriithi%22">Betsy Muriithi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1393-2045">0000-0003-1393-2045</externalLink>)<br /><searchLink fieldCode="AR" term="%22Grace+Kamere%22">Grace Kamere</searchLink><br /><searchLink fieldCode="AR" term="%22Karina+Faßbender%22">Karina Faßbender</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2026 52(1):127-155.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 29
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Developed+Nations%22">Developed Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
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  Data: 10.1002/berj.70074
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  Data: 0141-1926<br />1469-3518
– Name: Abstract
  Label: Abstract
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  Data: The global climate crisis calls for innovative educational approaches that empower individuals to critically engage with its complexities and inequalities. Climate change education (CCE) is a key strategy to foster the knowledge, agency, and action needed for such engagement, particularly within higher education. Yet, traditional content-driven approaches often fail to address the dynamic and context-specific nature of climate change impacts. This article explores the potential of human-centred challenge-based learning (HCCBL) to promote equitable and inclusive CCE through transdisciplinary co-creation and Global North-South dialogue. We draw on findings from the UK-Kenya University Partnerships: Learning and Design Lab, a British Council project that involved undergraduate and postgraduate students from universities in Kenya and England in the United Kingdom. Sixty (60) university students collaborated in intercultural teams across three labs to co-create solutions for real-world climate resilience challenges identified by three (3) industry partners in Kenya. The findings highlight HCCBL's value in bridging theoretical knowledge and real-world application as well as enhancing students' problem-solving and intercultural competencies. However, challenges such as cultural dynamics, time constraints, and asymmetric travel opportunities underscore the need for adaptive and equitable facilitation. This study positions HCCBL as a transformative pedagogy in CCE that supports co-creation, knowledge exchange, and sustainability leadership among university students in high-vulnerability contexts. It also discusses implications for educators, policymakers, and industry stakeholders who are committed to inclusive, justice-oriented climate action through education.
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  Data: 2026
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        Value: 10.1002/berj.70074
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Kenya
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