The Future of Education

The case method has traditionally been used in business, law and medical education. But it has also become a common and powerful teaching tool in many other academic fields. However, due to limited evidence, the effectiveness of case studies in fulfilling specific learning objectives remains a topic of discussion. This study aims to contribute to the discussion by examining the experiences of 24 faculty members from various disciplines at a private university in southeastern Mexico who collaboratively designed and implemented 12 original teaching cases tailored to their respective fields. Through semi-structured interviews, participant reflections, and analysis of the developed cases, data collected revealed how the case method fostered interdisciplinary collaboration, critical thinking, and practical application of theoretical knowledge. Findings suggested that the case method not only improved faculty members' pedagogical skills and confidence in active learning strategies but also led to unexpected outcomes, such as innovative, contextually relevant cases that bridged disciplinary silos and enhanced student engagement. Initial resistance to guideline uniformity across fields was a challenge, yet the process ultimately promoted professional growth and institutional teaching innovation. This study highlights the case method's potential as a scalable strategy for teacher professionalization in higher education and suggests implications for curriculum design and faculty training programs.

Keywords: Case method, case-based learning, faculty professionalization, higher education, teaching effectiveness.

REFERENCES

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