The Case Approach in Cross-Cultural Studies and Projects

The problem of the study is to substantiate the content of the implementation of the case method of teaching. The article outlines the content of the case method of future bachelor training based on qualitative research. In the example of the academic subject “Cross-cultural studies and projects”, the main steps of developing cross-cultural student projects are traced. The main requirements for creating cross-cultural projects within the distance form of education are defined. The significant result of the study is that the use of teaching methods opens opportunities for students to master the content of professional training.

REFERENCES:

• Angeles, R. (2023). Promoting Inclusivity: An Intercultural Peer Mentorship Program at a Community College. Case Studies in International Education, 4(2), 16–18. https://www.csiepub.org/index.php/csie/article/view/137
• Anggito, A., Purwanta, E., Saptono, B., & Sene, A. (2023). The Effectiveness of Digital Comics based Multicultural to Improve Social Care Character of Elementary School Students. The New Educational Review, 72, 122–132. https://doi.org/10.15804/ tner.23.72.2.09
• Kużnik, M. (2016). Wykorzystanie koncepcji Celestyna Freineta we współczesnej praktyce pedagogicznej [The use of Celestyn Freinet’s concepts in contemporary pedagogical practice. Pedagogical Contexts]. Konteksty Pedagogiczne, 6(1), 175–186. https://doi.org/10.19265/kp.2016.1.6.111
• Lachance, J. A. (2018). Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers. Research in Middle Level Education, 41(5), 1–14 https://doi.org/10.1080/19404476.2018.1460231
• Loboda, S., & Denysenko, S. (2023). Simulation Game as an Educational Technology Professional Training of Specialists Publishing and Printing. International Journal of New Economics and Social Sciences, 1(17), 137–147. https://doi. org/10.5604/01.3001.0053.9617
• Mamat, N., Hashim, A. T., Razalli, A. R., & Awang, M. M. (2022). Multicultural Pedagogy: Strengthening Social Interaction Among Multi-Ethnic Pre-School Children. The New Educational Review, 67, 56–67. https://doi.org/10.15804/tner.22.67.1.04
• Naparan, G. B., & Gadong, A. I. (2021). The Roles of Elementary Teachers in Addressing Cultural Indifferences in the Classroom. The New Educational Review, 64, 188–197. https://doi.org/10.15804/tner.21.64.2.16
• Obeng, R. (2015). An Exploration of the Case Study Methodological Approach through Research and Development. Northeastern University Publisher. https://doi. org/10.13140/RG.2.2.18359.11684
• Quintero, L. C., Roman Garcia, M. M., & Aspasch, R. B. (2015). Virtual worlds and social and educational inclusion: case study at Secondary Education Institute Cal Gravat. Journal of New Approaches in Educational Research, 4(2), 91–98. https://doi. org/10.7821/naer.2015.4.99
• Robinson, K. (2006, February). Do schools kill creativity? https://www.ted.com/talks/ sir_ken_robinson_do_schools_kill_creativity Robinson, K. (2013, April). How to escape education’s death valley. https://www.ted.com/talks/sir_ken_robinson_how_to_escape_education_s_death_valley/transcript
• Rury, J. (2014). The Power and Limitations of Historical Case Study: A Consideration of Postwar African American Educational Experience. Historia Social y de la Educación, 3,(3). https://doi.org/10.4471/hse.2014.15
• Seiko, N., Sytniakivska, S., & Pavlyk, N. (2021). Кейс-технології у білінгвальній підготовці фахівців соціальної сфери [Case technologies in bilingual training of social sphere specialists]. Social work and social education, 2(7), 240–250. https:// doi.org/10.31499/2618-0715.2(7).2021.244844
• Skupa, M., Sukolova, D., & Pavlov, I. (2021). Ethical Competences of Trainers Continuing Professional Development. The New Educational Review, 63, 191–202. https:// doi.org/10.15804/tner.21.63.1.15
• Tuke, G., Kapur, S., & Ashour, K. (2021). Global citizenship cultivation through COIL- The Case Approach in Cross-Cultural Studies and Projects 75 PBL model: case study of the Great Debates course. Journal of Virtual Exchange, 4, 80–91. https://doi.org/10.21827/jve.4.35815
• Zbyr, I. (2021). Stereotype-Oriented Teaching as an Effective Prospect of KoreanUkrainian Intercultural Communication. The New Educational Review, 64. 85–100. https://doi.org/10.15804/tner.21.64.2.07