From Classroom to Crisis Room: Active Learning Through Crisis Response Simulations in International Relations

This article examines crisis response simulations (CRS) as transformative pedagogy that challenges traditional International Relations education. Through two case studies at Richmond American University London, we demonstrate how multi-stakeholder simulations bridge theoretical knowledge and professional practice in our era of polycrisis. These exercises, designed through academic-practitioner collaboration, immerse students in evolving scenarios that replicate the uncertainty and ethical dilemmas of contemporary crisis management. Our analysis reveals that CRS develops adaptive decision-making, cross-sector negotiation, and strategic communication whilst fostering empathy and collaborative problem-solving. The simulations create spaces where boundaries between academic learning and political engagement dissolve, pointing toward transformative educational possibilities. Drawing on participant observation, student reflections, and assessment materials, we argue that effective CRS requires careful scenario design, escalating complexity, diverse stakeholder representation, and structured reflection. Academic-practitioner collaboration proves essential, challenging traditional pedagogical authority whilst creating authentic learning environments. These findings contribute to debates about experiential learning in IR whilst offering practical implementation guidance within existing institutional constraints.