Redefining IR pedagogy in Southeast Asian regional dynamics studies’ teaching: the role of case studies

Overview

This study examines the application of case study methodologies in international relations pedagogy, specifically addressing the challenges of teaching Southeast Asian regional dynamics. The research identifies limitations in traditional one-way instructional approaches and proposes the integration of retrospective and decision-forcing case studies as mechanisms for enhancing student engagement and learning outcomes within IR curricula focused on the Southeast Asian region.

Methods and approach

The study bridges two distinct case study frameworks. Retrospective case studies examine historical precedents and policy decisions by state and regional actors, enabling analytical reconstruction of past events and decision-making processes. Decision-forcing case studies position students as agents confronting contemporary and ongoing regional challenges, requiring formulation of potential resolutions. Both modalities incorporate student-centered learning principles, employ guiding questions, and address thematic content including regional institutional arrangements, multilateral declarations, and active disputes involving maritime and territorial dimensions.

Results

The integration of retrospective and decision-forcing case studies demonstrates capacity to enhance critical thinking and public speaking competencies among IR students. Case-based pedagogical approaches generate interactive learning contexts that elevate student commitment relative to traditional lecture-centered instruction. The methodology proves applicable across substantive domains relevant to Southeast Asian studies, including intergovernmental organization dynamics and ongoing transnational disputes, thereby addressing the pedagogical challenge of teaching a geographically expansive region characterized by heterogeneous political, security, and economic conditions.

Implications

The findings suggest that case study methodologies constitute viable alternatives to conventional IR pedagogy, with implications for curriculum design within international relations programs. Adoption of retrospective and decision-forcing frameworks may facilitate deeper engagement with regional complexity while developing transferable analytical and communication capacities. The approach addresses the pedagogical necessity of accommodating the Southeast Asian region's institutional diversity, geopolitical tensions, and multifaceted governance structures within constrained instructional contexts.