<![CDATA[Education courses in higher education are still largely delivered through conventional, lecturer-centred instruction, so graduate learning outcomes related to civic disposition, critical thinking, and social sensitivity remain underdeveloped. Meanwhile, the Outcome-Based Education (OBE) policy requires the learning process to be directed toward demonstrable student outcomes evidenced through authentic assessment. This article aims to examine the design of implementing Case-Based Learning (CBL) grounded in OBE through project assessment in Pancasila Education courses for students of the Faculty of Education. The study was conducted through library research using a descriptive-qualitative approach, reviewing more than twenty-five scholarly sources published within the last five years on CBL, OBE, project assessment, and Pancasila Education. The findings indicate that integrating CBL within the Outcome-Based Curriculum, Outcome-Based Learning and Teaching, and Outcome-Based Assessment and Evaluation framework enables students to analyse actual national-life cases, formulate solutions grounded in Pancasila values, and demonstrate these through project products evaluated with authentic rubrics. This model has the potential to increase active engagement, critical thinking, and internalisation of Pancasila values compared with conventional lecture-based instruction. The article recommends developing a valid and reliable project-assessment rubric and training lecturers to design contextual learning cases as follow-up steps.]]>
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