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Challenge-based learning (CBL) exemplifies such a design. In CBL, students collaborate on real-world problems presented by external challenge owners who themselves lack solutions\u2014even with access to advanced AI systems. These challenges remain complex and open-ended, ensuring that ambiguity drives authentic inquiry and exploration. By positioning ambiguity as a productive force rather than a barrier, CBL creates the conditions to address epistemic and ethical concerns of LLM-supported education at a practical level. The article contributes in three ways: advancing the epistemic-ethical debate through a novel lens, reframing ambiguity as a catalyst in the age of LLMs in education, and demonstrating how CBL can operationalize this insight in educational practice. Limitations and directions for future research and practice to harness ambiguity for deeper student engagement with LLMs are discussed.<\/jats:p>","DOI":"10.1007\/s44206-025-00233-3","type":"journal-article","created":{"date-parts":[[2025,11,28]],"date-time":"2025-11-28T14:29:41Z","timestamp":1764340181000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Harnessing Ambiguity in Challenge-Based Learning as a Practice of Deep Engagement with Large Language Models"],"prefix":"10.1007","volume":"4","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8006-1617","authenticated-orcid":false,"given":"Gunter","family":"Bombaerts","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,11,28]]},"reference":[{"key":"233_CR1","unstructured":"Abd-Elaal, E. S. (2019). 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