Faculty reflection on teaching and learning in transition: a qualitative study of the case method in a Japanese business school

Purpose This study examines the strengths and challenges of the case method (CM) as experienced by faculty at a triple-crown-accredited business school in Japan, exploring how CM fosters critical thinking and decision-making while also addressing cultural, technological, and institutional challenges. Design/methodology/approach This qualitative study uses semi-structured interviews with 25 faculty members at a triple-crown-accredited business school in Japan to explore the strengths and challenges of CM. The data were analyzed through thematic analysis, focusing on the implementation and effectiveness of CM within a culturally distinct educational context. Findings The study found that while CM enhanced critical thinking and communication, challenges included uneven participation, cognitive overload, and reliance on AI tools. Additionally, the shift to online learning during COVID-19 also reduced interactive discussions. These findings underscore the importance of sustained pedagogical strategies that rebuild post-pandemic communication skills, integrate structured discussion formats, and establish clear guidelines for generative AI use to safeguard and enhance students’ metacognitive learning processes. Originality/value The originality of this study lies in its focus on exploring the pedagogical strengths and challenges of the CM, offering insights into how CM can be adapted to a culturally distinct educational environment, and addressing the emerging issues of AI reliance and the impact of online learning on case-based teaching.