In the context of innovative education, there is a growing emphasis on developing students' skills alongside knowledge (Saikia & Borah, 2017; Rantanen & Bogdanova, 2024). The modern educational landscape demands that students are not only well-versed in theoretical concepts but also adept in practical, transferable skills such as critical thinking, problem-solving, and collaboration. In the context of this paradigm shift, Challenge Based Learning is an increasingly validated approach to innovating education based on authentic challenges, stakeholder involvement, interdisciplinary perspectives, opportunities for developing work and life skills, student agency, and entre/intrapreneurial mindset, and impact orientation. Maturity models can play a crucial role by providing a structured approach to assess and enhance the alignment of educational initiatives with institutional goals, ensuring that skill development is integrated into the curriculum effectively (Chapel & DePryck, 2022). The Challenge Based Learning Maturity Model (CBL-MM) is an instrument designed, among other uses, to support faculty and administrators in evaluating and mapping their current CBL practices (or aspects thereof) as well as offering insight into how to proceed toward further successful CBL implementation. Despite significant interest in using maturity models (MMs) in higher education, their implementation often fails to progress beyond the development stage. Initial interviews with university stakeholders revealed that the complexity and extensive theoretical knowledge required for these instruments act as deterrents. Stakeholders expressed a preference for a simpler, more user-friendly tool that yields clear, actionable results. To address this, we developed a Maturity Development Need Assessment (MDNA) version of the CBL-maturity model.

Keywords: Challenge Based Learning, Maturity Models.