Mindful Global Citizenship through Simulations in Higher Education

Abstract

This chapter delves into the design of simulations based on literature that can be taught in secondary school. The main objective of the present fieldwork is to determine whether designing simulations is effective in introducing teacher trainees to the use of simulations in secondary education and build mindful global awareness over the issue of human rights. To achieve this, the flipped learning model is followed in which literary pieces and videos are read and analyzed on the part of the teacher trainees outside of class whereas practice, discussion, and simulation design are done in class. The findings of the qualitative analysis of postgraduate students’ perceptions are presented. Results show that the postgraduate students participating in the design of simulations based on reading texts on human rights find simulations as powerful tools to promote human rights and social consciousness.

Citation

Angelini, M.L. (2017), "Mindful Global Citizenship through Simulations in Higher Education", Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 9), Emerald Publishing Limited, Leeds, pp. 157-171. https://doi.org/10.1108/S2055-364120170000009008