Higher education institutions are increasingly called to bridge academic excellence with real-world impact. At PUCRS, the integration of innovation, inclusive practices, and entrepreneurship has been strategically aligned with the university’s mission. Within the framework of the TIC em Trilhas programme, executed in partnership with TECNOPUC and other institutions in Brazil, we have engaged over 12,000 participants and issued 4,000+ certifications in the field of ICT. This article links to the ACEEU standards on “Education” and “Internal Support Structures”, showcasing how Challenge-Based Learning (CBL) and ecosystem collaboration drive change.
Bridging Education and Ecosystem
The TIC em Trilhas programme is a multi-institutional initiative aimed at expanding access to ICT knowledge across Brazil. As part of the PUCRS/TECNOPUC execution, our work focuses on creating learning experiences that go beyond the classroom, integrating academic knowledge with the entrepreneurial ecosystem. Leveraging my role as Apple Distinguished Educator, we embed CBL methodology into several courses, encouraging learners to address real challenges, collaborate with diverse teams, and connect with industry mentors (Johnson et al., 2014).
Inclusion as a Core Driver
One of the most impactful partnerships under this umbrella is with Instituto Amores Fati. Inspired by its founder, Felipe - a tetraplegic Computer Science student and active professional at TECNOPUC - we co-designed a project aimed at offering ICT training to 2,000 persons with disabilities (PWDs). This project combines technical content with pedagogical support, ensuring accessibility and employability opportunities. Such initiatives demonstrate how inclusive strategies enhance both personal empowerment and the broader social fabric (UNESCO, 2020).
The Power of Internal Support Structures
A strong ecosystem demands equally strong internal mechanisms. At PUCRS and TECNOPUC, mentoring, incubation, and innovation labs are available not only to students but also to external partners. These services align academic goals with regional development needs, reflecting the ACEEU emphasis on “Internal Support Structures” and “Influence within the Ecosystem”. By aligning services with strategic partnerships, we reduce the gap between theory and application.
Lessons in Leadership
Leading such initiatives taught me the value of co-creation. Success depends on listening to diverse stakeholders - from students to CEOs - and fostering an environment where all voices are valued. Leadership in engaged universities is less about top-down decision-making and more about enabling others to thrive (Kezar & Holcombe, 2017). This is further enabled by strong internal support structures like mentoring and innovation labs, which provide the resources needed for co-creation to flourish.
Future Plans and Final Remarks
Looking ahead, we aim to scale the Amores Fati project nationwide, expand the TIC em Trilhas model with new partnerships, and strengthen CBL adoption across disciplines. Continuous improvement processes will ensure that each initiative remains relevant, impactful, and aligned with both academic standards and societal needs.
Entrepreneurial and engaged universities can only succeed when innovation, inclusion, and ecosystem collaboration work hand in hand. The PUCRS/TECNOPUC experience demonstrates that linking academic expertise with real-world challenges - through CBL, inclusive partnerships, and strategic ecosystem integration - drives measurable and meaningful impact. These practices are replicable, adaptable, and crucial for higher education institutions aiming to become true agents of change.
Johnson, L., Smith, R., Smythe, J., & Varon, R. (2014). Challenge Based Learning: An Approach for Our Time. The New Media Consortium.
Kezar, A., & Holcombe, E. (2017). Shared Leadership in Higher Education: Important Lessons from Research and Practice. American Council on Education.
UNESCO. (2020). Towards inclusion in education: Status, trends and challenges. UNESCO Publishing.
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Images courtesy of the author.