11 Challenge based learning - is a model of teaching in which learners are presented with very serious challenges. Through them they gain experience, making their activities much more meaningful. Combined with engagement and the use of personal potential, these activities serve to seek and process information and create new solutions for the local environment. Applying the challenge-based learning approach to learners Challenge-based learning in practice involves working with learners to identify an existing interdisciplinary issue and then linking it to current events in the local environment and the world and identifying it as a problem. The role of the facilitator is to make learners aware that solving this problem will have a positive impact on the local environment. Afterwards, the facilitator defines the scope of the action to be taken, determines the forms of assistance, develops appropriate tools and monitors the course of work regularly. Once the learners fully understand the problem and the impact it will have, they can carry out the assigned tasks with commitment, creativity and with their unique ideas. This process requires time and understanding, as well as the guiding hand of the facilitator who will guide or clarify concepts when necessary. The CBL method can be divided into several stages of work, which are as follows: 1. Planning In the first step, the facilitator develops a plan of action strategy for implementing the model. In this step, it is important to think about the challenges that students might face. The facilitator should include the acquisition of new knowledge as well as the acquisition of skills. Challenges cannot be detached from reality, they should relate to the material discussed earlier, but also be in line with the needs of society. 2. Identifying the main idea Step two is formulating questions, brainstorming or initiating a discussion. The learner is given an interesting fact about the main topic of the challenge. It should be briefly introduced to the students in a way that is appealing to them and initiates a conversation/ brainstorming session or online research. 3. Practical action Learners identify ways to solve the task, think about the questions they need to answer as they work, and list the difficulties that might prevent them from achieving the desired outcome. In this case, the facilitator's role is to help students formulate as many pertinent questions as possible, and to guide them, if necessary, which will increase the overall problem- solving potential. 4. Carrying out the actual work This step involves the students preparing ways to tackle the challenge. There can be many ideas for solving a specific problem, including actions, films, finished products and research material. In this step the learners use their personal potential and creativity. However, it is crucial that the learners stay aware that everything they are learning today can be of great importance for solving local as well as global problems in the future.
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