GDH's goals

1. Initiate and promote the establishment of the necessary conditions for the effective implementation of challenge-driven education courses

This is done by:

• Supporting the development of challenge-driven courses and programs at KTH in close collaboration with the Department of Learning (e.g., through the LH233V teacher training course).
• Inspiring and supporting partner universities in implementing challenge-driven education, primarily for engineering programs, through training, peer-to-peer collaboration, and knowledge sharing.
• Initiating development projects at KTH or elsewhere (e.g., "Magganhubben") that provide students and teachers a platform for performing CDE projects, with practical access to challenges via stakeholders.
• Digitalising the CDE concept to enable the inclusion of multiple partner universities and to limit the environmental impact of the travel often involved in cross-border collaboration.

2. Actively facilitate the widespread dissemination of challenge-driven education, both at KTH and on a global scale

This is done by:

• Strategically building national and international collaborations with partner universities that share the same mission as the Global Development Hub.
• Promoting student exchanges between partner universities and KTH, in which students participate in challenge-driven projects during their exchange periods.
• Ffacilitating faculty exchanges between partner universities and KTH, providing opportunities for teachers to spend shorter periods at each other's institutions to exchange experiences on challenge-driven education.

3. Contribute to the nurturing of ideas and innovations emerging from CDE projects

This is done by:

• Ensuring effective collaboration between challenge-driven education and the innovation platform at KTH and inspiring this elsewhere.
• Supporting the establishment of a network where stakeholders realize the benefits of participating in challenge-driven education and where stakeholders can influence the development of challenge-driven projects.

4. Strive to actively contribute to the advancement of challenge-driven education

This is done by:

• Establishing an interdisciplinary research field at the intersection of innovation research and learning research.
• Evaluating and studying the impact of challenge-driven education and innovation in collaboration with partner universities.

• Exploring new research opportunities to enhance challenge-driven education and innovation.
• Engaging faculty, postdocs, graduate, and undergraduate students in research activities.