Gamification as an experiential learning in teaching diplomacy

Abstract

The paper contributes to understanding how innovations in teaching International Relations are critical for building competencies to students. Modern diplomacy challenges require a bunch of competencies that have to be developed even before joining the diplomatic service. The paper explores the interactions between real policy, diplomacy and international relations and students' capabilities, and to what extent the knowledge is transferable through a role-play game developed by the author to simulate a part of the activities of a Ministry of Foreign Affairs. The data were collected between 2016 and 2021, using a voluntary, anonymous questionnaire from 68 respondents and focus group discussions. The paper is a continuation to our previous study and confirms that the role play simulation helped students acquire or enhance skills related to diplomatic practices, and that they are using those skills in their professional life. These findings can enrich the best practices for effective learning and competencies development. Data shows that experiential learning is able to form or to enhance a series of competencies specific to the field of International Relations and Diplomacy. The transfer of knowledge is effective in terms of professional and social competencies. Implications are discussed for enhancing the learning process in International Relations and Diplomacy master programs.