Opportunities, limitations and problems of using the case method in the learning process

Abstract

The article presents competencies, the possession of which affects the demand for university graduates, taking into account current trends and prospects of the labor market, taking into account them, the practice of using the case method in the process of training specialists of different professions is considered. When evaluating the effectiveness of the method, its developing potential is noted. In addition, the article describes the limitations of using the case method and the problems. The introduction focuses on the importance of active learning in modern educational systems and notes that the case study is one of the most effective tools for developing critical thinking, problem solving and decision-making skills among students. The methodology of this approach consists in the analysis of real or simulated situations, which helps students not only to assimilate theoretical knowledge, but also to apply it in practice. The methods describe the process of applying the case study in an educational environment. The main focus is on the preparation of cases, the organization of group work, discussion and analysis of solutions. Various forms of case studies are considered, such as written cases, interactive simulations and video materials. The criteria for selecting suitable cases are described in detail, as well as the methodology of teaching and evaluating learning outcomes. The results of the study show that the case study method contributes to a significant improvement in educational achievements and the level of professional competencies of students. Conducted surveys and interviews with students and teachers indicate a high level of engagement and interest in learning, as well as improved critical thinking and problem-solving skills. However, certain limitations of the method have also been identified, such as the time spent on preparing cases and individual differences in the perception and interpretation of cases. The discussion of the results emphasizes the importance of integrating the case method into the educational process, but also focuses on the need to develop methodological recommendations and specialized courses to train teachers to use this method effectively. It is emphasized that for maximum effectiveness, the case study requires systematic support and adaptation to the specifics of various academic disciplines and levels of education. In conclusion, it is concluded that despite the existing limitations and problems, the case study method is a powerful tool that contributes to improving the quality of education and training of specialists.