This article is devoted to challenge-based learning – a new trend in education, which is already gaining momentum due to the connection between theory and practice, authenticity, innovation and focus on the formation of universal competencies and soft skills demanded. Revealing the specifics of challenge-based learning, the author demonstrates how it differs from problem-based learning and project-based learning, taking into account such characteristics as participants, purpose, task to be solved, final product, etc. The article presents the structure and describes the stages of challenge-based learning, offers methods and tasks to scaffold students and foster their collaboration at each stage. Some information on the pilot study carried out within the disciplines «Scientific Project Management» (in English), «English as a Foreign Language» and pedagogical internship is briefly presented. The results of the pilot experiments conducted demonstrate that challenge-based learning  is a promising trend for achieving various educational goals.