Abstract:

In today’s fast-evolving complex environment, case‑based teaching remains one of the most comprehensive and valuable techniques for developing professional skills in business and management education. The rapid proliferation of generative artificial intelligence (AI) technologies (e.g., DeepSeek, Perplexity, Copilot) disrupted established assumptions about how students prepare for, engage with, and reflect on cases.

This study examines traditional assumptions about the case method and identifies directions for pedagogical transformation in the era of AI, drawing on the perspectives of both students and instructors. The author employs a mixed-methods approach, based on semi-structured interviews with instructors (N = 9) and a survey with students (N = 62).

The main results are as follows:
(1) There is an on-trend toward homogenized, “averaged” educational outcomes in case-based tasks. AI is simulating critical thinking, decision-making, and other skill-using actions.
(2) Student answers reveal that they use AI platforms not only for efficiency but also because they believe that many traditional cases are irrelevant and outdated.
(3) Instructors highlight declining engagement in case-based tasks (mainly prepared by the students as a home assignment), students’ inability to defend AI-generated positions, etc.

Incorporating the results of theoretical and empirical analysis, he emphasizes the "myths" of the case method, reflects on key challenges and risks in teaching in the AI world, and proposes recommendations for developing skills (e.g., curiosity, creative thinking, leadership, flexibility, and stewardship).

This paper contributes valuable insights to the ongoing reconsideration of the case method in the AI age. The findings provide a foundation for future research and pedagogical practice aimed at preserving and enhancing the distinctive value of the case method in developing business and management education.

Keywords:

Case method, higher education, management education, artificial intelligence, research.