Evaluating case-based learning in Sri Lankan higher education: a study of facilities management undergraduates

Abstract

Despite the prominence of case-based learning (CBL) across multiple disciplines in developed countries, its application remains limited in developing countries. This study investigates undergraduate perceptions of the effectiveness of CBL in enhancing both knowledge acquisition and essential soft skills using Facilities Management (FM) degree program at University of Moratuwa, Sri Lanka. Drawing on responses from 221 students, the study employs descriptive statistical analysis alongside the Friedman test to evaluate perceptions across key learning dimensions. The findings indicate that students perceive CBL as a highly effective pedagogical approach, particularly in strengthening applied knowledge, critical thinking, self-directed learning, teamwork, and overall engagement. A clear preference emerged for collaborative and action-oriented learning approaches, while comparatively lower preference was observed for individualised or cognitively demanding methods such as role-play and integrated project-based activities. These results are consistent with the principles of experiential learning and work-integrated learning (WIL), suggesting that CBL effectively supports the integration of theoretical knowledge with real-world application. The study contributes to the limited body of knowledge on innovative teaching practices in FM education within developing contexts. By highlighting the perceived benefits of CBL, it offers valuable implications for curriculum design aimed at producing industry-ready graduates. The findings may also inform pedagogical strategies in related disciplines seeking to strengthen the alignment between academic learning and professional practice.