METHODOLOGICAL STAGES OF INTEGRATING CASE-BASED LEARNING AND DIDACTIC TOOLS IN HIGHER EDUCATION

Abstract

 This article examines the methodological stages involved in integrating case-based learning (CBL) with didactic tools in higher education. The study aims to systematize the instructional process of case-based learning and to identify effective didactic tools that support each stage. Using qualitative pedagogical analysis, the research proposes a stage-based methodological framework consisting of preparation, presentation, analysis, discussion, and evaluation. The findings indicate that the structured integration of case-based learning and didactic tools enhances students’ critical thinking, communicative competence, and practical problem-solving skills. The article highlights the importance of methodological planning and instructional support for the effective implementation of case-based learning in university education.