| Summary: | Case studies are integral to arts administration education, yet accessible materials on social justice topics remain scarce. Using a decolonial lens, this study employs a triangulation-based, mixed-methods design that incorporates surveys, focus groups, and a systematic review to examine existing teaching cases and how instructors utilize them. Findings highlight barriers such as high costs, limited representation, and inadequate institutional support. We advocate for expanding peer-reviewed, open-access case studies that invite broader international perspectives. This study advocates for a more inclusive and equitable approach to arts administration education, equipping students to navigate social justice challenges in the arts sector more effectively.
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