Abstract
The teaching of subjects such as quality of life and sustainable development presents tremendous challenges because of the nebulous and multifaceted nature of the subject matter. An important advantage of the case‐study approach to teaching is its capacity for understanding complexity in particular contexts. The purpose of this article is to examine quality of life and the use of its case studies for teaching and learning. It will discuss some issues on quality of life research and their difficulties in definition and evaluation, illustrated with actual case studies.
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