TYPOLOGY OF CASE STUDIES AND THEIR ROLE IN THE EDUCATIONAL PROCESS

Abstract

This paper explores the typology of case studies as a pedagogical tool and their role in contemporary education. The study highlights key typological features such as sources of origin, the presence or absence of plot, temporal sequence, object orientation, modes of material presentation, forms of task delivery, didactic purposes, and methods of technical presentation. Drawing on both classical and modern scholarship in pedagogy, psychology, and didactics, the article emphasizes that case studies serve as a bridge between theory and practice, providing learners with the opportunity to analyze real-life or simulated situations, develop critical thinking, and improve decision-making skills. The typological framework presented here contributes to a deeper understanding of how different forms of case studies can be effectively integrated into teaching and learning processes.