The use of films as an educational tool: a case study of university students’ learning experiences

Abstract

This paper shares over ten years of practice-based insights into the use of films in teaching psychology, specifically in a Counselling Psychology course. The case study describes a one-semester (16-week) implementation conducted with 60 third-year psychology students at a Lithuanian university. At the beginning of the semester, students received a list of 24 pre-selected films, chosen for their potential to illustrate psychological phenomena such as personality traits, communication styles, conflict dynamics, and counselling strategies. Students formed groups of 3–4, selected a film, and prepared a 90-minute classroom presentation that incorporated both theoretical and practical components. The study concludes that incorporating films into psychology courses not only enhances learning, but also fosters critical thinking, emotional engagement, and collaboration. Students emphasized the motivational impact of selecting their own film and topics, the value of flexible guidelines over rigid requirements, and the creative freedom to shape their presentations. They also noted that working with emotionally complex films broadened their perspectives, encouraged deeper psychological analysis, and prompted critical reflection beyond the classroom. Overall, the use of films in the Counselling Psychology course significantly enhanced students’ cognitive, emotional, and collaborative engagement, while promoting a deeper understanding and reflection on psychological theories and practices.