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A case study is used within a postgraduate course on material flow cost accounting, drawing on 51 learning journals from 17 students, an online session video, and six in-depth interviews. Results support learning outcomes spanning knowledge and professional skills such as critical thinking, teamwork, and communication for sustainable development. Key blended elements include student characteristics, educator roles, and design features, with implications for accounting educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-case-based-learning-in-a-sustainability-accounting-course-an-analysis-of-student-perspectives/626558/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/blended-case-based-learning-in-a-sustainability-accounting-course-an-analysis-of-student-perspectives/626558.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the blended case-based learning approach aim to improve in sustainability accounting?","Question",{"text":112,"@type":113},"It aims to enhance students’ learning toward accounting for sustainability by strengthening both knowledge and professional skills such as critical thinking, teamwork, and communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study’s data collected?",{"text":117,"@type":113},"Data come from 51 learning journals written by 17 students, a video recording from an online session, and six in-depth interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are identified as crucial for learning in accounting for sustainability?",{"text":121,"@type":113},"Three elements are highlighted: student characteristics, educator roles, and design features of the blended case-based learning approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},626558,1792984932,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Blended case-based learning in a sustainability accounting course: An analysis of student perspectives  \nThuy Thanh Tran a,b, ⇑, Christian Herzig a  \na Department of Business Administration of the Agricultural and Food Sector, Justus Liebig University Giessen, Senckenbergstr. 3, 35390 Giessen, Germany b School of Accounting, University of Economics Ho Chi Minh City, 279 Nguyen Tri Phuong, Ho Chi Minh City 700000, Viet Nam  \n\n| a r t i c l e i n f o | a b s t r a c t\u003Cbr>This study aims to explore how a blended case-based learning approach can enhance students’ learning towards accounting for sustainability. A case study was applied to provide insights into students’ learning in a postgraduate course concerning material flow cost accounting. Data were collected from three sources: 51 learning journals from 17 students, a video recording from an online session, and six in-depth interviews. The findings provide evidence on learning outcomes, including both knowledge and professional skills (critical thinking, teamwork, and communication skills) towards sustainable development. Three elements of blended case-based learning—student characteristics, educator roles, and design features—are shown to be crucial for learning in accounting for sustainability. Practical implications for accounting educators are discussed.\u003Cbr>􀀁 2023 Elsevier Ltd. All rights reserved. |\n| --- | --- |\n| Article history:\u003Cbr>Received 29 October 2021\u003Cbr>Received in revised form 24 February 2023 Accepted 24 February 2023\u003Cbr>Available online 8 March 2023 |  |\n| Keywords:\u003Cbr>Blended learning\u003Cbr>Case-based learning\u003Cbr>Sustainability\u003Cbr>Material flow cost accounting\u003Cbr>Professional skills\u003Cbr>Accounting educators |  |\n\n1. Introduction  \nEducation for sustainable development contributes to the pursuit of the United Nations Sustainable Development Goals (SDGs) because it fosters learning in the next generation, for example, accountants and managers, who are enabled to support achieving these goals. Target 4.7 of SDG 4 focuses on the quality enhancement of education to ensure that learners acquire the knowledge and skills needed to promote sustainable development. Accounting education contributes to achieving this target and to mitigating or adapting to global challenges (Wyness & Dalton, 2018). However, accounting education has faced challenges in enhancing students’ deep learning and developing professional skills towards sustainability (Wong, George, & Tanima, 2021). To overcome these challenges, educational pedagogy is of vital importance (Gray, 2019).  \nTeaching with cases is an effective method to help students achieve learning outcomes towards sustainable development (Prado, Arce, Lopez, García, & Pearson, 2020). The case-based learning immerses students in realistic business situations, including incomplete information and time constraints (Anderson & Schiano, 2014). Some studies on accounting education have focused on case-based learning in ’non-blended’ environments (Chiu, King, & Crossin, 2022; Hassall & Milne, 2004; Tan, 2019). Other studies have reflected case-based learning in ’blended’ environments or blended case-based learning, which requires the thoughtful integration of online (asynchronous) activities with face-to-face (synchronous) activities to help students learn with case studies (Du, 2011; Jones & Chen, 2008; Lento, 2016; Parsons, Davidowitz, & Maughan, 2020; Weil, McGuigan, & Kern, 2011). So far, little is known about the use of blended case-based learning in courses on sustainability  \n⇑ Corresponding author at: Department of Business Administration of the Agricultural and Food Sector, Justus Liebig University Giessen, Senckenbergstr.  \n3, 35390 Giessen, Germany.  \nE-mail [addresses:](addresses: Tran.Thuy@fb09.uni-giessen.de)[ Tran.Thuy@fb09.uni-giessen.de](addresses: Tran.Thuy@fb09.uni-giessen.de), [tranthanhthuy@ueh.edu.vn](tranthanhthuy@ueh.edu.vn) (T.T. Tran), [christian.herzig@fb09.uni-giessen.de](christian.herzig@fb09.uni-giessen.de) (C. Herz","cbCain1wOy6JH5PB","https://ap.wps.com/l/cbCain1wOy6JH5PB","pdf",618519,17,"English","# Introduction\n# Sustainability accounting education and SDGs\n# Case-based learning in blended and non-blended settings\n# Research gap and study aim","[{\"question\":\"What does the blended case-based learning approach aim to improve in sustainability accounting?\",\"answer\":\"It aims to enhance students’ learning toward accounting for sustainability by strengthening both knowledge and professional skills such as critical thinking, teamwork, and communication.\"},{\"question\":\"How is the study’s data collected?\",\"answer\":\"Data come from 51 learning journals written by 17 students, a video recording from an online session, and six in-depth interviews.\"},{\"question\":\"Which factors are identified as crucial for learning in accounting for sustainability?\",\"answer\":\"Three elements are highlighted: student characteristics, educator roles, and design features of the blended case-based learning approach.\"}]","Blended Case-Based Learning in a Sustainability Accounting Course - An analysis of student perspectives | PDF",1792538504,43]