This article examines how prospective teachers can be taught to make reasoned decisions in complex educational situations during a Tarbiya teaching methodology course. The study is conceptual and methodological, drawing on a comparative analysis of literature on problem-based learning, pedagogical observation and reflection. It proposes tasks for distinguishing evidence from assumptions, understanding stakeholders’ perspectives, comparing alternative responses and examining the consequences of a decision. Its methodological outputs comprise a procedure for revealing case information in stages, a practical session plan and criteria for assessing decision quality. The approach seeks to create learning conditions that enable prospective teachers to move from repeating ready-made recommendations towards independent pedagogical reasoning. The effectiveness of the proposed tools requires further empirical investigation.