This article describes the Case Studies (CS) and Problem-Based Learning (PBL) approaches in multicultural learning contexts. The conceptual model presented here exposes and discusses about the importance of representing and expressing practical concerns, when teachers attempt to adopt constructivist approach. Within this conceptual model, the juxtaposition of two systems, learner system and designer/teacher system are discussed. The framework represented by the conceptual model is used to express and direct some recommendations for design and to emphasize on the relationship between technological effects and benefits, and the interaction as a space of expression and dynamic of exchange.