We need challenges! the case on four project-based learning initiatives at portuguese higher education institutions

Project-Based Learning (PBL) is a methodology with roots in the work of educational philosopher John Dewey (1 95 9) and it is now, more than ever, essential in educational practices. Higher Education (HE) needs to refine andragogic practices and challenges related to the new generation of students (Millennials), who value learning by doing, technology and a global and eclectic approach, and PBL is as an optimal solution. Although this is widely spread among HE teachers, they still have limitations when implementing PBL and further training is needed in order to implement successful practices (Bilgin, Karakuyu, & Ay, 2015). The aim of this Multiple Case Study is to present and analyze four PBL practices in HE in Portugal: 'Ipam Leadership Challenge', 'One Pitch, one Cause, 'Arcadia Challenge' and 'ESB Delivering science into the community'. The outline of the Buck Institute for Education (BIE) will be used as a framework of analysis, which defines PBL as a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This approach uses the 8 Essential Elements of PBL(Mergendoller & Larmer, 2015): (i) Key Knowledge, Understanding, and Success Skills: (ii) Challenging Problem or Question; (iii) Sustained Inquiry; (iv) Authenticity; (v) Student Voice & Choice; (vi) Reflection; (vii) Critique & Revision and (viii) Public Product. We finish with a brief discussion and reflections on the future of PBL at HE institutions.