Author: GLE Team | Published on 1 November 2023


A case study is an active learning activity in which students read a predefined data set, scenario or application. Case studies are often accompanied by a list of questions that asks students to reflect on the information and formulate a response to it. Using case studies in lesson activities can provide students with opportunities to learn and use new vocabulary, problem solve and work cooperatively with other students sharing ideas. To ensure gender responsiveness when using case studies, first check the case study you want to use for harmful gender representation, stereotypes and norms, using gender sensitive grouping strategies and roles to ensure gender balance and equal participation of learners from all genders. 

Stage 1: Split the learners into groups

Use your preferred grouping strategy method to split the learners into groups. Ensure gender balance within the groups or any group roles have been assigned fairly.  

Stage 2: Present the case study

Ask students to read the case study or watch a video that summarises the case or issue. Use real life examples from social media or news or use an internet search to find a case study that is connected to your topic or area of learning. 

Stage 3: Provide Questions to Discuss

You can prepare questions about the case study for your learners to discuss or co-create the questions with your learners. Ensure that they are using open questions which encourage the sharing of different ideas and perspectives. At this stage walk around the groups showing an interest in each group equally. Model encouraging students of all genders to share and contribute their ideas be ready to help if some students dominate the discussions or roles and others rarely contribute.   

Stage 4: Sharing ideas and solutions

Find ways for learners to collaborate and share their ideas and/or solutions to the issues presented in the case study. You could have them share a summary of their discussion or create a slideshow of their ideas together. You can ask them how they would like to share their understanding and ideas about the case study. 


Gender Balance: equal participation of women and men in all areas of learning, work, projects or activities.

Gender Stereotypes: a generalised view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men. A gender stereotype is harmful when it limits learners’ capacity to develop their personal abilities, pursue their education opportunities, professional careers and/or make choices about their lives.

Gender Norms: ideas, standards and expectations to which women and men generally conform and how they should act within a range that defines a particular society, culture and community at that point in time. They are often internalised early in life, gender norms can establish a life cycle of gender socialisation and stereotyping.

Gender Bias: Refers to a person receiving different treatment based on the person's real or perceived gender identity.

Want to know more about the GLE Team?

In a groundbreaking initiative, the British Council, under the English Connects programme, undertook a transformative mission to champion gender-inclusive practices in Sub-Saharan Africa with a cohort of 41 dedicated teacher educators and teachers from Ethiopia, Nigeria, Senegal, South Africa and Sudan. This dynamic group referred to as the GLE Team worked together to design this resource.

Read about our Creating Gender Pedagogy Resources for Teachers project:

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