Case-based learning for facilities management education in a developing country context: bridging theory, practice and local realities

Purpose Although case-based learning (CBL) has gained considerable attention as an active learning strategy in higher education, empirical evidence regarding its effectiveness in facilities management (FM) education, particularly within developing-country contexts, remains limited. This study examines the students' perceptions of CBL in relation to knowledge application, soft skills, learning preferences, and employability among FM undergraduates at a state university in Sri Lanka. Design/methodology/approach A quantitative survey generated 268 responses, of which 221 complete responses were retained for analysis. Descriptive statistics and Friedman tests were used to examine students' perceptions, learning preferences and differences across academic levels, with effect-size measures used to assess practical significance. Findings Students generally perceived CBL as contributing positively to knowledge application, critical thinking, self-directed learning, teamwork, engagement, and professional preparedness. They also associated CBL with greater confidence in problem-solving, decision-making under uncertainty, and handling industry-related responsibilities. Collaborative and application-oriented approaches, particularly group discussions and action-based activities, were preferred over more complex methods such as role-play and integrated project-based tasks. Overall, these findings are consistent with the principles of Experiential Learning Theory and Work-Integrated Learning, suggesting that CBL may provide a useful means of connecting academic learning with authentic professional contexts. Originality/value The study extends existing case-based learning research by providing discipline-specific empirical evidence from Facilities Management education in Sri Lanka, a developing-country context that remains underrepresented in the CBL literature. By examining students across multiple academic levels and comparing their perceptions of different CBL activities, the study provides context-sensitive insights for the design of practice-oriented FM curricula.