Case-based learning: A research-informed pedagogy

Case-based learning (CBL) bridges the gap between theory and practice by immersing students in real-world scenarios that are grounded in practical applications. Meta-analyses have shown that CBL enhances critical thinking, problem-solving and engagement across various disciplines (Herreid & Schiller, 2013; Tsekhmister, 2023). CBL is grounded in constructivist learning theory, emphasising active knowledge construction (Kolb, 2014).

Why I chose case-based learning: Aligning practice with evidence

Inspired by this evidence, I shifted from lectures to CBL in my business law courses. While lectures can be informative, research shows that students often struggle to connect legal principles to real challenges. CBL offered a structured, research-backed method to foster active learning, collaboration and practical skill development (Kim et al., 2006).

‘Case-based learning builds on the strengths of evolving traditional teaching methods that increasingly incorporate active learning and engagement … CBL helps students connect theory and practice, increase confidence and develop problem-solving skills.’

What makes CBL so engaging?

CBL builds on the strengths of evolving traditional teaching methods that increasingly incorporate active learning and engagement. Many educators blend lectures with interactive elements. CBL immerses students in real or simulated scenarios with dilemmas and consequences. Students aren’t just learning law; they’re living it, making decisions, and seeing ripple effects. For example, in my class, students acted as legal advisors responding to a simulated data breach, debating compliance risks and presenting recommendations to a mock board. One student said, ‘I felt like advising a company, not just learning theory.’ This immersion exemplifies what research identifies as CBL’s power: moving beyond passive learning to active, situated knowledge construction (Herreid & Schiller, 2013).

Research-informed strategies for effective CBL

Research supports the following strategies:

• Tell compelling stories: relatable cases spark curiosity (Kim et al., 2006).
• Ensure relevance: real scenarios connect theory and practice (Tsekhmister, 2023).
• Invite empathy: stepping into roles enhances social competence (Şen Akbulut & Hill, 2020).
• Encourage debate: CBL provokes discussion and justifies reasoning (Williams & Case, 2007).
• Emphasise reflection: debriefs cement learning and build confidence (Kim et al., 2006).

From theory to practice: Practical tips

Research and experience suggest the following practical tips:

• Start small: brief scenarios spark thinking.
• Use student voices: sharing reactions deepens learning.
• Mix it up: role-play, group work or simulations keep learning fresh.
• Reflect together: debriefings help students internalise lessons (Herreid & Schiller, 2013).

A student’s perspective

One student summed up the impact best:

‘Working through the GDPR case made me realise how connected legal compliance and business strategy are. I’m much more confident now about handling similar situations in my future job.’

While anecdotal, this aligns with research showing that CBL helps students connect theory and practice, increase confidence and develop problem-solving skills (Raza et al., 2020).

Beyond business law: CBL for every educator

CBL’s core principles – active learning, collaboration and reflection – transcend disciplines. Whether training future teachers, leading a science lab or guiding primary students, the approach is adaptable and effective. The literature underscores that CBL’s effectiveness lies not in the subject matter but in its pedagogical structure (Şen Akbulut & Hill, 2020).

Conclusion

Research and experience confirm that CBL is a powerful tool for developing engaged, reflective learners.

References

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66. https://eric.ed.gov/?id=EJ1011743

Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: Reviewing and synthesising the literature across disciplines. Medical Education, 40(9), 867–876. https://doi.org/10.1111/j.1365-2929.2006.02544.x

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). FT Press.

Raza, S. A., Qazi, W., & Umer, B. (2020). Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students. Journal of Applied Research in Higher Education, 12(3), 517–533. https://doi.org/10.1108/JARHE-05-2019-0105

Şen Akbulut, S., & Hill, L. M. (2020). Case-based pedagogy for teacher education: An instructional model. Contemporary Educational Technology, 12(2), ep287. https://doi.org/10.30935/cedtech/8937

Tsekhmister, Y. V. (2023). Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis. Electronic Journal of General Medicine, 20(5), em515. https://doi.org/10.29333/ejgm/13315

Williams, S. M., & Case, R. (2007). A constructivist view: Using business case studies. Southern Business Administration Journal, 10(1), 38–52.