PEDAGOGICAL POTENTIAL OF CONSTRUCTIVE ALIGNMENT AND THE CASE-STUDY METHOD IN DEVELOPING STUDENTS’ REFLECTIVE-ANALYTICAL RESEARCH COMPETENCE
Abstract
Objective : In contemporary higher education, increasing attention is paid to the development of students’ research competences, particularly reflective-analytical competence. This competence plays a crucial role in fostering scientific thinking, problem analysis, and evidence-based reasoning. Method : The article examines constructive alignment as a methodological framework that ensures coherence between learning outcomes, teaching activities, and assessment tools. Within this framework, the case-study method is analyzed as an effective pedagogical approach for developing students’ reflective-analytical research competence. Results : The study highlights the pedagogical potential of case-based learning in activating reflection, analytical thinking, and independent decision-making. Novelty : The findings emphasize the relevance of integrating the case-study method into higher education to enhance students’ research-oriented learning.