One of the problems that IR faces is that its students cannot do it in the way that engineers, for example, can design and build in workshops.
Gamification is more than just adding a game to your general routine of teaching a class, it brings material alive and positively engages students.
The debate over qualitative, quantitative and mixed approaches is vibrant in the social sciences. Yet, Arab voices have been absent from the debate.
By connecting international politics to the ‘real’ world, simulations combined with traditional lectures and readings make a course more interactive and involving.
The different time periods in the trilogy ‘Back to the Future’ have been valuable for bringing concepts in courses such as IPE and IR Theory to life.
Scholars often talk too much in the classroom. They should re-evaluate how they can reduce teacher talk time by encouraging students to take more of a lead.
In a system over-reliant on rote learning and inefficient testing and engagement, a hybrid approach fusing Western and Eastern methods offers a better path.
Active learning is what we would like students to be doing in a lecture: thinking about and engaging with the content, rather than copying slides.
Interacting with content through active learning has some compelling advantages over ‘delivery mode’ lectures. It helps to maintain student concentration & deepens learning.
In recent years scholars have started to consider alternative approaches to the study of IR, while at the same time scholars in Japan are adapting how they approach the subject.
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