IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B
Abstract
Simulation as a pedagogical approach has gained increasing attention in higher education across various disciplines. However, limited knowledge exists regarding how such methods are best implemented and adapted across different national and cultural educational systems. This article explores what international collaboration can teach us about best practices for simulation-based learning (SBL) in a global context. Using a comparative case study of collaboration between three universities in the UK and Norway, we analyze experiences from the development and use of SBL in teacher education. Data sources include surveys and interviews, enabling cross-contextual comparison and discussion. The analysis identifies challenges and success factors in applying SBL across systems with different pedagogical traditions. A key finding was the impact of peer feedback as an integrated part of the simulation process. UK educators were particularly inspired by the structured use of peer feedback in the Norwegian sessions and have since adapted this approach into their own practice. This cross-cultural exchange enhanced the professional learning experience and underscored the value of peer feedback for fostering reflective dialogue and deeper engagement. We also reflect on how SBL may offer an “AI-resilient” form of assessment, where the live, performative nature of student participation reduces concerns about AI-assisted misconduct, which is a growing issue in higher education. The study outlines universal principles for effective use of SBL and argues that international collaboration can support the development of shared pedagogical understanding across borders.
Mette Hvalby is an associate professor in pedagogy and Head of suitability assessments at the faculty of arts and education at the University of Stavanger in Norway. She has extensive experience as a teacher educator. Her most important research activities are professional development, suitability assessment, mentoring, and simulation-based learning (SBL). The research also involves several recent published articles and book chapters.
Mette Tindvik Hansen is an associate professor at the faculty of health and welfare studies at the Ostfold University College in Norway. She has extensive experience as a social educator. Her most important research activities are professional development, didactics, simulation-based learning (SBL), and suitability assessment. The research also involves several recent published articles.
Rachel Fossey is Senior Lecturer and Course Director for the BEd in Primary Education with QTS at ARU. She began her career as a Secondary School teacher and held leaderships roles in Teaching, Learning and Assessment. She has worked as a professional tutor for school-based Initial Teacher Training (ITT) providers assessing pre-service teachers for qualification. Rachel’s main research interest is the use of Simulation-Based Learning (SBL) in the ITT curriculum. She is currently exploring effective design principals for low-tech classroom based SBL as well as the importance of feedback in relation to the development of teacher identity in this context.
3:00 pm - 4:30 pm
Wednesday 24th June, 2026