Adaptable Challenge-Based Learning in Computing Education: from preparatory activities to a novel framework for student self-regulation

The rapidly evolving landscape of the technology sector demands that Computer Science graduates possess not only technical proficiency but also transversal competencies, such as adaptability, critical thinking, and collaboration. While Active Learning strategies and specifically Challenge-Based Learning (CBL) have emerged as effective pedagogical responses to this need, their widespread adoption in engineering and computing curricula is hindered by several barriers. This dissertation addresses three of them: student readiness and motivation; necessary resources and scalability; and structural adaptability alongside design tensions. To address these barriers, two main interventions are proposed. First, the dissertation introduces "Tech Battles", a preparatory active learning experience designed to train students’ "active mindset" in a low-stakes environment. Second, and central to this work, it presents the "Choose Your Own Adventure in CBL" (CYOA-CBL) framework. This novel framework redefines the traditional trade-off between structure and autonomy in CBL as a student-led choice, allowing teams to self-regulate their learning path, reduce the implementation load of teaching staff and increase CBL's replicability and flexibility in different contexts. The framework was evaluated through an exploratory longitudinal study across two iterations of a mandatory, semester-long Master’s course and further tested in an intensive, short-term extracurricular activity. Empirical evidence from student reflections, interviews, and observational notes suggests that CYOA-CBL offers a viable solution to accommodate diverse student needs within a single course architecture. The findings reveal that the framework acts as a safety net for students with lower ambiguity tolerance while providing the necessary freedom for motivated teams to experiment. Furthermore, the structure of CYOA-CBL helps instructors establish clear organization and manage course complexity effectively, while its core concepts prove easily adaptable across different subjects and educational environments. Finally, the research highlights the critical dependence of CBL success on the active engagement of Challenge Providers and the essential role of mentoring sessions with student teams. This thesis provides a model for Computer Science education based on scalable, flexible, and adaptable principles, contributing to the ongoing debate on cultivating essential professional dispositions alongside technical expertise.