Teaching about Global Complexity: Experiential Conflict Resolution Pedagogy in Higher Education Classrooms

Abstract

This article examines the utility of experiential learning activities (ELAs) for teaching about global complexity and conflict resolution in higher education classrooms. It focuses on two key concepts: the nexus between global and local and the precarity experienced within global processes. Research on two ELAs, a multi-session simulation and a single-session image analysis, each designed for use in conflict resolution courses, produced extensive data on student learning. The analysis presented demonstrates that for many students, the ELAs resulted in greater engagement with course materials, more nuanced understandings of global complexity, and increased ability to link theory to practice.

Keywords: Experiential Learning Activities, Global Complexity, Conflict Resolution, Higher Education Classroom, Global Processes, Engagement, Theory, Practice