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Abstract
Secondary education faces a persistent structural problem: the lack of pedagogical methodologies that promote creative and divergent thinking in adolescents, thus limiting their development as critical and purposeful individuals. This study addresses this problem through a systematic literature review on Challenge-Based Learning (CBL), an educational strategy focused on the collaborative resolution of real problems. Forty-eight research studies published between 2010 and 2024 were analyzed, selected under rigorous inclusion criteria from recognized databases such as Scopus, WoS and ERIC. The results show that RBA favors the generation of original ideas, stimulates creative self-regulation and enhances students' intrinsic motivation. Likewise, essential conditions for its effective implementation were identified: the role of the teacher as a facilitator of learning and an institutional environment that supports pedagogical innovation. It is concluded that ABR offers a viable and transformative solution to overcome the limitations of the traditional model, preparing young people to face complex challenges with creativity and autonomy.
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