In the context of modern higher education, the role of the educator in social sciences is evolving from a traditional knowledge provider to a facilitator of active, student-centered learning. This paper explores how Challenge-Based Learning (CBL) and Problem-Based Learning (PBL) are transforming academic practice through the Hands-On Project module at Kaunas University of Technology (KTU). Designed around real-world challenges provided by external partners, the module combines interdisciplinary teamwork, business-led lectures, and tailored micro-modules.

Methodologically, the research involved a focus group of university lecturers who have experience facilitating PBL and CBL within this module. The educators shared insights into their changing role, pedagogical strategies, and the challenges and benefits of guiding students through open-ended, complex projects. Their reflections provided qualitative data on how facilitation, mentoring, and feedback are now central responsibilities, requiring continuous adaptation and cross-disciplinary collaboration.

The results highlight that educators perceive experiential, challenge-based methods as highly effective in developing key competencies such as socio-economic analysis, strategic thinking, and innovation-driven problem-solving. Respondents emphasized their evolving role as facilitators, coaches, and provocateurs – guiding student learning rather than delivering content. This shift requires new forms of preparation, including adaptive pedagogy, cross-disciplinary collaboration, and stakeholder engagement. Educators noted significant gains in students’ transversal skills and reported that aligning teaching with real business challenges fosters deeper learning and professional relevance. The findings underscore the need to rethink the educator’s role to better prepare graduates for complex, dynamic environments.

Keywords: Experiential learning, challenge-based learning, educators.