CASE STUDY METHOD IN DIFFERENT COUNTRIES: A COMPARATIVE ASPECT

 

Anfisa Ibragimova¹*, Ilmira Rakhimbirdieva², Tatyana Zaglyadkina³

¹PhD, Kazan (Volga Region) Federal University, RUSSIA, busybeetime@gmail.com

²PhD, Kazan (Volga Region) Federal University, RUSSIA, ilmira-rim@mail.ru

³PhD, Kazan (Volga Region) Federal University, RUSSIA, ztat45@yandex.ru

*Corresponding author

 

Abstract

The article is devoted to the study of the modern case-study approach in developing professional competencies of future specialists. The approach not only has established itself in some areas, such as, for example, law and economics but is also rapidly spreading in new fields. The approach is developing actively not only in diverse areas in one country but also in different countries. There is no single approach to defining the concept of a case study and there is a need to systematize it, taking into consideration a huge amount of existing and ever-appearing experiences.

The insufficient theoretic grounding prompted the authors to perform a comparative analysis of various approaches to the case study method while developing students' professional competencies in different countries.

 The methods of this research are the analysis and synthesis of recent achievements in vocational education in some European countries. The authors try to systematize the existing experience and knowledge in this field to make the best use of the case study method while teaching. The article can be useful for those who are interested in applying the case study approach while designing an educational path or vocational workshops for Humanities students.

Keywords: education, students, case study, competence, soft skills, hard skills, vocational training