Shouldn’t We Expect More from Case-Based Learning? The Transformative Potential of Multidisciplinary Frameworks in Sustainability Education

The case study method is nothing new: cases in their real-world context have been used not only for research but also for teaching in different disciplines for many decades. Multidisciplinary collaborative teaching and learning frameworks, however, can contribute to the development of sustainability case-based education in rather innovative ways. To exemplify this, the present paper will particularly examine the transformative potential of the introduction of a “legal perspective” to promote students’ learning into a co-taught course based on a range of selected case studies about sustainability in industrial companies and whose main feature consists in involving instructors and students from various educational backgrounds and two different higher education institutions, namely Uppsala University in Sweden and the University of Tokyo in Japan.