There is ample discussion in academic and policy circles, as well as amongst the general public, about the ways in which classroom instructors can provide more engaging learning experiences for students. This research examines the ways in which students engage participating in classroom simulations as it pertains to the assigned learning outcomes of the “Power, Sovereignty, and International Relations” unit of IB Global Politics. This investigation examines the proposition that students report a strong level of engagement and connection to key concepts in the curriculum when they participate in simulations by using a mixed methodology of Likert-type survey items and an open-ended response on a single survey instrument. The results from this inquiry should not only inform classroom and administrative professionals about successful pedagogical practices, but also policy makers and those interested in improving instruction and engagement as a means for educational reform.



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