CASE METHOD IN THE TEACHING-LEARNING

PROCESS IN HIGHER EDUCATION:

A PEDAGOGICAL INNOVATION IN TRANSITION

EL MÉTODO DE CASOS EN EL PROCESO DE

Aguilar Santelises Leonor

lsante02@yahoo.com.mx

https://orcid.org/0009-0008-8857-5269

Facultad de Estudios Superiores Zaragoza

Universidad Nacional Autónoma de México

Ciudad de México

Villa Pérez Carlos Alberto

cv34143@gmail.com

https://orcid.org/0009-0000-7759-9056

Facultad de Estudios Superiores Zaragoza

Universidad Nacional Autónoma de México

Ciudad de México

Corona Ortega María Teresa

tcvaldes@unam.mx

https://orcid.org/0000-0003-4448-9234

Facultad de Estudios Superiores Zaragoza

Universidad Nacional Autónoma de México

Ciudad de México

México

development and application, thus optimizing its use in various educational contexts. The case method

has been widely implemented in higher education as a pedagogical strategy that facilitates the

acquisition of competencies through real or hypothetical situations. This approach allows students to

apply theoretical knowledge in practical contexts, promoting critical thinking and decision-making in

collaborative environments. Although traditionally used in areas such as law and medicine, its potential

in other disciplines, such as physical-mathematical and chemical-biological sciences, has not yet been

fully explored. The correct implementation of the case method involves a careful design of teaching

materials, as well as ongoing teacher training to maximize its effectiveness in different educational

contexts.

RESUMEN

Este artículo analiza los elementos clave del método de casos para proponer una delimitación clara de

su desarrollo y aplicación, optimizando así su uso en diversos contextos educativos. El método de casos

ha sido ampliamente implementado en la educación superior como una estrategia pedagógica que

facilita la adquisición de competencias a través de situaciones reales o hipotéticas. Este enfoque permite

a los estudiantes aplicar el conocimiento teórico en contextos prácticos, promoviendo el pensamiento

crítico y la toma de decisiones en entornos colaborativos. Aunque tradicionalmente ha sido utilizado en

áreas como derecho y medicina, su potencial en otras disciplinas, como las ciencias físico-matemáticas

y químico-biológicas, aún no ha sido plenamente explorado. La correcta implementación del método

advancement of information and communication technologies (ICT) (López, 2023; Guzmán, 2023), is

palpable. Around the world, countries with education systems open to change have responded favorably

to the use of these new tools. In contrast, traditional educational models are at risk of becoming obsolete

as they fail to consider factors recently introduced into society, such as increased professional

competition, technological advances, global interconnectivity, and the growing interdisciplinarity of

knowledge areas (Esteves et al., 2020; Khoo et al., 2018; Orozco et al., 2018).

In the educational field, cases as a teaching resource are defined as structured situations with a real or

hypothetical background that allow students to make decisions regarding a specific circumstance. This

enables the practical application of acquired knowledge while exchanging ideas with peers (Ylarri,

methodologies such as case studies, the case method, and problem- based learning. Although they

present significant differences, they are often used interchangeably with similar terms (Arias et al.,

2008). Therefore, this article analyzes the elements of the case method to propose a clear delineation of

its development and application, facilitating its implementation and promoting the defined use of terms.

This, in turn, will favor the integration of scientific knowledge into the case methodology.

DEVELOPMENT

Teaching Methods in Higher Education

Human beings are hyper-complex individuals, and education serves various purposes, which directly

depend on the needs and paradigms of the context in which they are situated. The goal is to prepare

individuals to harmoniously coexist with others within the same society. According to Morales et al.

process organization to achieve teaching objectives" (p. 29).

Teaching methods differ from teaching strategies in that they focus on the steps to be followed during

knowledge transmission, while teaching strategies aim to plan and design the content to be delivered.

certain types of knowledge to students. To achieve this, they rely on various teaching methods, each

offering distinct advantages depending on the learning objective (Montes de Oca & Machado, 2011).

The development of competencies in higher education has made it imperative to select the most effective

teaching methods to achieve specific educational objectives (Alcoba, 2013).

Several countries have adopted significant measures to ensure that educational systems adapt to current

recognition of the need for forward-thinking education that not only impacts the world but also prepares

students for present-day challenges. It is true that, despite structural changes in educational models, such

as redesigns or student-centered learning, there has been institutional or policy-level oversight regarding

what student’s need in the classroom. This has resulted in the lack of use of teaching methods

essential for developing their competencies (Gómez & Valdés, 2019; Orozco et al., 2018).

Teachers are key players in the educational process, and although reforms may be implemented by

decree, it is essential to provide ongoing support and training for educators so they can adapt to and

fully leverage new approaches and educational resources (Valencia & Vargas, 2022; Gómez et al., 2021;

Garbizo et al., 2020). Additionally, each teaching method follows the guidelines set by a specific

educational model, which carries its own unique perspectives (Rosell & Paneque, 2009). Before delving

process within the educational environment (Posso et al., 2020). Behaviorism emerged in response to

the workforce's requirements for a higher degree of technical knowledge, where learning is acquired

through experiential training. It developed in Latin America during the 1960s (Román et al., 2021).

Personality became one of the key elements of behaviorism; according to Skinner and Hullin's ideas, it

is defined as a set of measurable, observable, and controllable characteristics of individuals (Urday,

2020). From a behavioral perspective, teaching is understood as a structured experience that can be

guided by principles of operant conditioning. The goal is for individuals to acquire a broad range of

behaviors that benefit them in the future and help them adapt to various social needs (González, 2004).

Learning in the behaviorist model is linked to responses to stimuli, where constant repetition leads to

The behaviorist model in education is based on implementing a learning process accompanied by

stimuli and reinforcements to obtain positive responses from students, using a rigid learning structure

that is then quantified (Posso et al., 2020). In opposition to behaviorism, the cognitive approach

emerged, which is primarily based on human knowledge. It places greater importance on the individual

rather than the stimuli provided to them to elicit responses (Larios, 2022).

Traditional Model

The traditional model originates from scholasticism, where the teacher is responsible for determining

and organizing what should be learned, acting as a guiding figure to whom obedience is owed. The

teaching method was uniform for all students, prioritizing memorization of content over comprehension

and analysis (Galván & Siado, 2021). The traditional model is triangular, widely accepted in pedagogy,

include textbooks as the main source of information for students and the teacher's descriptive discourse,

which is always oral.

In summary, this model's educational process is highly institutionalized, formalized, and results-

oriented (Waisburd & Erdmenger, 2007). Traditional schools emerged in 17th-century Europe as an

expression of modernity alongside the rise of the bourgeoisie. Traditional pedagogy has been

predominant in most educational institutions over time (Vives, 2016). Tortajada et al. (2009) identify

this model with characteristics such as prioritizing knowledge, relying on lecture-based teaching

methods, student passivity, teachers as content experts who primarily transmit information, curriculum

planning exclusively managed by the teacher, class notes as the sole information source, and evaluation

Farrerons, 2017). The cognitivist model aligns with modern philosophy and its associated scientific-

industrial culture. However, despite advocating for a competency-based curriculum, it emphasizes

academic information transmission during learning sessions rather than focusing on the development

of skills by students (Barrientos, 2018).

Constructivist Model

The origins of constructivism can be traced back to philosophical ideas from centuries ago, such as those

of Vico and Kant in the 18th century, or even the ideas of the ancient Greeks (Ortiz, 2015). It is

considered the most influential model in the didactic field of science (Olmedo & Farrerons, 2017). This

model is classified among self- structuring educational models as it integrates various perspectives on

what is or is not considered constructivism (Gomez et al., 2019). Yosa and Moya (2019) argue that in

Here, knowledge is no longer interpreted as a mere copy of reality but as a human construction, shaped

by the tools available to interact with the environment (León, 2021). This approach allows students to

formulate their hypotheses and make their own decisions, emphasizing that the individual internalizes

information and therefore learns at their own pace (Yoza & Moya, 2019).

Humanist Model

Humanization is the practice undertaken by the oppressed to liberate themselves through awareness and

the need for self-determination (Del Carmen, 2013). The humanist approach in education seeks to move

educators away from using education as a tool for manipulating students and, instead, transforms

students into co- investigators who engage in dialogue with their teachers, leading to greater awareness.

López, 2022).

According to Patiño (2012), humanism is committed to educating students with all universal human

values, fostering dialogue with all ideological perspectives, and instilling a strong sense of social justice.

Critical-Social Model

In this model, skills are developed through reflective critical thinking, which aims to cultivate

autonomous citizens by building knowledge based on everyday life, rooted in social values, and selecting

positions in diverse situations (León, 2021). Two main approaches prevail in this model: reflection on

practice and critical stances on social issues. Additionally, there are two types of strategies: teaching,

where the teacher facilitates mediation processes, and learning, in which students, upon reaching a

certain level of maturity, can develop their own stances and learning processes aligned with the required

cases and, at the same time, highlight the benefits for both teachers and students, enriching theoretical,

practical, and analytical learning. These cases are interpreted and cited by Ammerman et al. (2012),

where they are explained and classified as: incident, antecedent, exercise, complex, and decision. Each

of these is briefly described in Table 2.

learning (CBL) does require students to have a certain level of prior knowledge, as it aims to put that

knowledge into practice (Williams, 2005). The definitions of CBL vary; however, most agree that

it is an educational approach focused on the use of cases to connect theory with practice through active

participation (Wu et al., 2023; McLean, 2016; Tärnvik, 2007).

CBL and PBL are very similar approaches, as both use stories with problematic situations to encourage

students to find solutions, but they have clear differences. In PBL, these stories are employed so that

students direct their own learning by solving problems, without direct involvement from teachers, who

have minimal interaction and do not guide the discussion (Srinivasan et al., 2007). In general terms,

PBL relies on students formulating their learning objectives, conducting individual knowledge searches,

key points (Wu et al., 2023; McLean, 2016). When comparing the use of both approaches among

postgraduate students at the University of California, the study conducted by Srinivasan et al. (2007)

revealed that most preferred CBL. This preference was linked to the perception of a more efficient use

of time, rather than opposition to the open-ended exploration proposed by PBL. Additionally, it was

noted that PBL might be more beneficial for students with a higher level of experience.

Intentional implementation of the case method

The case method has two approaches to application: in one, students can work with cases designed by

an expert in the field; alternatively, they can design a new case themselves, following the required steps

for proper development (Morán et al., 2020). The development process can be organized into various

stages, in which information is collected, then managed and reorganized, and finally complemented

written consent (Heath, 2015).

When analyzing a case in groups, the cognitive load invested by each student is lower compared to

individual analysis; however, analytical activities should be supplemented with digital tools that offer

interactive advantages, such as the use of images (Daryanes et al., 2023). The study conducted by

Aramendi et al. (2014) highlights the tools most valued by students that are applicable to the case

method, including traditional strategies such as student presentations and more innovative strategies like

computer-based practices, simulations, and role-playing games.

hypotheses that they contrast with those proposed by their peers, aiming to achieve the most accurate

need to achieve: (1) Cases focused on descriptive studies; (2) Cases related to problem-solving; and (3)

Cases emphasizing the application of principles.

The scenarios presented to students require the analysis and selection of principles and standards that

benefit the resolution process. These situations promote the development of deductive thinking, which

involves moving from the general aspects of a situation and applying the necessary premises to reach a

conclusion that provides the most appropriate response.

For a case to be implemented correctly, active participation is essential, as it fosters successful case

discussions. It is also necessary to define clear learning objectives, ensuring proper internalization of

those goals. When successfully executed, students develop deeper conceptual understanding and can

effectively translate theory into practice (Lyu & Cheng, 2012).

alignment with the curriculum (Ameta et al., 2020).

CONCLUSION REMARKS

Higher education is at a turning point, where the need to train professionals capable of adapting to an

ever-evolving job market, without overlooking formative aspects inherent to being human, calls for a

critical review of traditional pedagogical models. While traditional teaching has been fundamental in the

transmission of knowledge, the growing complexity of global challenges and the acceleration of social

change demand a more dynamic approach focused on competency development.

The case method, by simulating real and complex situations, emerges as a promising strategy to promote

active learning and critical thinking. Although its application is common in fields such as medicine

or imposed by decree; rather, it should be gradual and accompanied by a continuous training process

for teachers, in which they actively participate as agents of change. Without resorting to sweeping

generalizations, university professors, who are highly specialized in their areas of expertise, may exhibit

some resistance to change due to their own training, which is often rooted in traditional teaching models.

It is essential to acknowledge and value the experience of these educators, while providing them with

the necessary tools and support to integrate new pedagogical methodologies into their teaching

practices. Ideally, higher education will evolve toward a more holistic approach that prepares students

for an increasingly dynamic and complex job market, equipping them not only with professional

competencies but also with human values that enable them to engage in reflective dialogues about their

own learning. The case method, by fostering experiential learning and collaborative work, stands out as a

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