Modern education faces many challenges, including the need to adapt to a rapidly changing world and the needs of society. Therefore, special attention is paid to the search for new methods and approaches that can make learning more effective and engaging for students. One such method is case study technology, which is actively used in various educational institutions around the world. In this article, we will examine the application of case study technology in biology lessons and its impact on the quality of education. Case study technology is an active learning method based on the use of real or simulated situations (cases) that require analysis and decision-making. This method allows students to immerse themselves in the material being studied, developing critical thinking and problem-solving skills. The case study method involves several stages: case preparation, group discussion, analysis of alternative solutions, and development of recommendations.

There are several principles of case study technology:

1. Relevance: Cases should be related to real-life situations, which makes them more interesting and meaningful for students.
2. Active Participation: Students are actively involved in the discussion and analysis process, which promotes better learning.
3. Teamwork: Group work develops collaboration and communication skills.
4. Critical Thinking: Case analysis requires students to be critical and able to reason.

Case studies can be used in biology lessons, for example: Environmental Problem: Students are asked to examine a case of pollution of a local river and its impact on the ecosystem. They analyze the causes of the pollution, its consequences for flora and fauna, and develop proposals for improving the situation. Disease Study: A case study (e.g., malaria) is examined, focusing on its spread, symptoms, and prevention methods. Students research disease statistics and develop preventive measures. Genetic Research: An analysis of a case with a rare genetic disease in a family. Students study genetic mechanisms, the inheritance of diseases, and the possibilities of genetic counseling.

As for the algorithm for constructing a case structure in case studies, it includes several elements:

1. Problem Situation. An incident or story from real life that dictates the plot of the assignment.
2. Context. This is the core component that forms the basis for all work.
3. Questions and tasks. They should be contextual and relevant to the topic, understandable, and within the students' capabilities.
4. Appendices. Illustrations, diagrams, pictures, and other materials required for working with the case.

Using case studies in biology lessons helps students develop practical skills. Students learn to apply theoretical knowledge in practice, which contributes to a better understanding of the subject. Increased motivation: Interesting and relevant cases stimulate students' desire to study biology more deeply. Developing 21st-century skills: Case studies are developmental. Using case studies in biology lessons improves student academic performance. Students become more active participants in the educational process, which positively impacts their understanding of the material and their ability to apply knowledge in new situations.

The effectiveness of case studies can be assessed through student surveys, analysis of their academic performance, and observation of their activity in the classroom. Teachers note that students become more interested in the subject and take the initiative to study additional materials.

Recommendations for using case studies:

1. Selecting relevant cases: Teachers should choose topics that will be interesting and meaningful to students.
2. Creating a comfortable atmosphere: It is important to create conditions for open discussion and exchange of opinions.
3. Supporting teamwork: Encouraging group work will help develop collaboration skills.
4. Feedback: Providing regular feedback helps students recognize their successes and areas for improvement.

The school actively implements modern technologies and innovative teaching methods, which foster critical thinking and creativity in our students. We encourage active participation in various projects, competitions, and events, which helps develop leadership skills and team spirit.

While implementing the educational process, the author of this study identified a problem with working with biological information in basic general education, which led us to use the case method in biology lessons. This method involves working with real or simulated situations in which students must explore a problem, propose possible solutions, and select the best one. Analyzing situations stimulates the development of skills in analyzing, synthesizing, and evaluating information, which helps make informed decisions. Furthermore, case studies are often conducted in groups, which promotes the development of collective decision-making, communication, and collaboration skills.

In the 2025–2026 academic year, the author taught several biology lessons on the topic of «Mushrooms». In one class, the teacher used a standard health-promoting lesson method (the control group). In the experimental class, she used case studies to develop students' critical thinking during biology lessons. The class was divided into groups of 4–5 people, with each team assigned one case study related to the lesson topic. Students are required to discuss the situation and prepare a short presentation (2–3 minutes) about the solution to the problem or answer to the question.

The results of the experiment revealed that students in the experimental group were significantly better at formulating and analyzing information than students in the control group. It can also be concluded that the case study method facilitates learning. Open-ended assignments (requiring students to write their own answers) on the topic were administered, revealing that the experimental group had a higher average assessment score. The results were presented graphically (Fig. 1).

Fig. 1. Test results on the lesson topic

Based on the analysis of biology lessons and assignments to reinforce acquired knowledge, it can be concluded that the implementation of the case study method is an excellent solution for enhancing critical thinking and knowledge retention. It promotes active student participation in the learning process. Students don't simply acquire information; they analyze real-life situations, making learning more interesting and engaging. The case study method allows students to see how theoretical knowledge is applied in real-life situations. This helps them better understand and retain the material. Case studies are often conducted in groups, which develops collaboration and communication skills. Students learn to listen to each other, express their ideas, and come to joint decisions. Interesting and relevant cases can increase students' motivation to learn the subject. They can see the connection between the material being studied and real life, making lessons more meaningful. Thus, implementing the case study method in biology lessons can significantly improve the quality of learning, making it more interactive and relevant.

Case study technology is a powerful tool for improving the quality of education in biology lessons. It promotes the development of critical thinking, practical skills, and interest in the subject. Implementing this method in the educational process requires teachers to be willing to experiment and continuously learn, but the results justify the effort. Using case study technology can significantly enrich students' learning experiences and prepare them for the challenges of the modern world.

References:

1. Abildina, A.S. «Case Study Technology as an Innovative Method in Education» // Pedagogical Science and Practice. 2019, №. 3 (25), pp. 50–52.
2. Sycheva, D.V., Khotuleva, O.V., Zykov, I.E. «The Structure of Case Study Technology and Its Advantages as a Teaching Method in Modern Schools». — 2021. — P.196–199
3. Khotuleva O. V., Voronin D. M., Zavaltseva O. A. Use of innovative educational technologies in the process of teaching biology at school // Problems of modern pedagogical education. — 2018. — №. 60–1. — P. 357–361.