This paper explores the integration of a problem-oriented approach and the creation of cognitive conflict in the classroom practice of the "Principles of Management" course under the Outcome-Based Education (OBE) concept. The OBE framework emphasizes achieving predefined learning outcomes by aligning teaching methods and assessments with student-centered goals. By adopting a problem-oriented approach

this study focuses on real-world managerial issues to encourage critical thinking and active learning. Cognitive conflict is intentionally introduced to challenge preconceived notions and stimulate deeper understanding. The research involves a detailed analysis of classroom practices

including the design of case studies

group activities

and reflective exercises aimed at fostering problem-solving skills and adaptive thinking. Data collected from student feedback

performance assessments

and observational studies indicate that this pedagogical approach significantly enhances student engagement

critical reasoning

and practical application of management theories. This paper also identifies challenges

such as varying levels of student preparedness and the need for instructor adaptability

and offers recommendations for overcoming these obstacles. The findings contribute to the evolving discourse on innovative teaching practices in management education

demonstrating the efficacy of combining problem orientation and cognitive conflict within the OBE framework.