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Teaching Discrete-Event Simulation and Agent-Based Simulation is a complex mission faced by academics around the globe. Challenges include a heterogeneous student cohort with varying prior knowledge and skills, diverse emphases across universities and fields of study, and a lack of structured pedagogical guidance in the scientific literature. This paper presents a novel simulation education framework grounded in constructive alignment. It comprises clearly defined learning objectives based on the revised Bloom’s taxonomy, an innovative pedagogical structure, and an effective learner-centred assessment portfolio. This approach integrates course design elements and practical application examples for individual and collective learning successes. The framework supports the design of learning environments that foster sustained motivation and positive affective engagement in the learning experience. Drawing on decades of teaching simulation experience in the USA, the UK, and Austria, we provide a structured format and practical guidance for educators to support teaching simulation internationally. We address developments of generative Artificial Intelligence and provide guidance for responsible AI-supported learning. Our generic Customise-Build-Align (C-B-A) framework can be adopted and applied across different simulation courses and curricula. We discuss implications for educators, learners, the simulation community, as well as the framework’s relevance for advancing simulation research and practice.
Kögler et al. (Sun,) studied this question.