DIDACTIC FOUNDATIONS OF CASE TECHNOLOGY APPLICATION BY TEACHERS OF ECONOMIC DISCIPLINES

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-22

Purpose. The purpose of this article is to identify the pedagogical principles underlying the use of case-based learning by instructors of economic disciplines, specifically the characteristics, structure, and types of case classifications based on various criteria. The research problem lies in the need for higher education teachers to have knowledge, abilities, and skills regarding the didactic features of applying case-based teaching in the higher education process, on the one hand, and their insufficient development among this category of educators, on the other.

Methods. The research methods used in writing this article include: a historical-logical approach to analyzing the phenomena under consideration; analysis of scientific sources and pedagogical experience; systematization of various approaches to the use of case-based technology; and generalization and synthesis of the analytical data obtained.

Results. A didactic case is generally understood as a task with a specific purpose that extends beyond the theoretical aspects of any academic discipline. They are typically multidisciplinary and simultaneously aimed at developing practical professional skills, as well as fostering high motivation in learners, which allows for the integration of the components of a future specialist’s competence into a unified whole. The distinctive features of the case-study method are: a case always has a single goal that unites the activities of students; a case includes a description of the socio-economic system being studied; the case must present a range of alternative solutions with no single “correct” answer; case resolution always involves collective decision-making, which enables the assessment of group performance; and during case resolution, there is always emotional tension among students, which is managed by the instructor. A well-designed case is characterized by clearly structured elements of the situation presented in the case: the temporal structure of the situation, the narrative structure, and the explanatory structure. At the same time, a typical content structure of a case may be as follows: introduction; problem; resources for solving the problem; possible scenarios or protocols for implementing the case; recommendations for the instructor.

Conclusions. Depending on the learning objectives, cases can be classified as follows: 1) cases that teach analysis and evaluation; 2) cases that teach problem-solving and decision-making; 3) cases that describe a problem and its solution. In addition to this classification, cases are categorized by their focus: 1) practical; 2) educational; 3) research-oriented. And depending on the completeness of their content, cases can be divided into two main types: 1) fully presented cases and 2) incomplete cases.