Teaching Southeast Asian Regional Dynamics: Reflections on Simulations and Policy Briefs as Signature Pedagogies

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17

International Relations; Creative Teaching; Student Centered Learning; Asians; Foreign Countries; Undergraduate Students; Creativity; Public Policy; Geographic Regions; Culturally Relevant Education; Simulation; Role Playing; Writing Assignments

2147-0901
2564-8020

Background/purpose: This study argues the prospects of simulations and policy briefs as signature international relations (IR) pedagogies by examining their potential benefits in region-focused case study subjects such as the Southeast Asian Regional Dynamics course. In doing so, it looks back to the need for creativity and student-centered learning in IR teaching and provides a guideline of how simulations and policy brief assessments can be adopted in furthering students' understanding of the intra-dynamics within the Southeast Asian region, how the Association of Southeast Asian Nations (ASEAN) and its extra-regional forums operate, and the relevance of various IR concepts and theories in deciphering regional dynamics in the region. Materials/methods: Qualitative empirical case study inquiry that discursively situates simulations and policy brief assessments as signature pedagogies in the study of Southeast Asian Regional Dynamics course, drawing upon existing studies on alternative pedagogical methods within social sciences. Results: In simulations, instructors provide background context on IR themes related to Southeast Asia, determine an ASEAN-centered forum for the simulation, renegotiate the curriculum by facilitating students' voices on their preferred theme, and adopt the 'immerse theater' approach to expose students to a sense of formality throughout the simulation. Meanwhile, the emphasis in policy briefs as an assessment tool in IR emphasizes student-centered, problem-based learning, where students are given the independence to explore different forms of solutions for a given case. Conclusion: The potential positive outcomes of the methods redefine what Shulman mentioned as 'signature pedagogies' due to the methods' aims of preparing students for their professional careers.

As Provided

2025

EJ1483893