<![CDATA[The evolving complexity of public health challenges necessitates innovative pedagogical approaches that bridge theoretical knowledge and practical application. This study investigates the integration of simulation-based learning (SBL) and case-based learning (CBL) in public health education, focusing on their impact on students’ engagement, critical thinking, problem-solving abilities, and collaborative skills. Employing a qualitative phenomenological design, the study engaged 20 undergraduate students and 5 educators from a public health program, purposively selected to capture diverse experiences. Data were collected through semi-structured interviews, focus group discussions, and reflective journals, and analyzed using thematic analysis to identify recurring patterns and emergent themes. Findings reveal that students perceive SBL as highly engaging, fostering active participation, decision-making, and reflective learning, while CBL enhances analytical reasoning, evidence-based problem-solving, and the ability to apply theoretical concepts to practical public health scenarios. Educators highlighted that facilitating these innovative methods requires careful planning, facilitative guidance, and iterative feedback but significantly enhances student learning outcomes and collaborative skill development. Despite challenges such as time constraints, resource limitations, and initial student anxiety, both students and educators recognized the transformative potential of SBL and CBL in cultivating essential competencies for public health practice. The study underscores the value of integrating experiential and case-driven learning strategies into public health curricula to prepare graduates for complex, real-world challenges. These findings have significant implications for curriculum design, faculty development, and educational policy, advocating for the prioritization of active learning methods to produce competent, confident, and adaptable public health professionals.]]>
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