Exploring political discourses in the EU Parliament on nuclear weapons: A simulation-based learning experience

Abstract

This study examines how simulation based learning in higher education can help students enhance their understanding of global risks amid rising political tensions and uncertainty. It presents a model for a simulation exercise on political discourses regarding nuclear weapons within the EU Parliament. Despite the legal limitations that existing EU parliament nuclear politics entail, the simulations aimed to raise students’ awareness of the existential risks associated with nuclear weapons and to help them understand the nuances, complexities, and evolving dynamics of EU political stances on nuclear deterrence. The final goal of the simulations was to enhance critical thinking while fostering peace values and global citizenship. To achieve this, research and learning components were combined to replicate EU parliamentary debates, engaging students in relevant discussions and encouraging debate on arms reduction and non-proliferation trends in a context marked by geopolitical tensions and rearmament rhetoric. Disarmament and non-proliferation education are highlighted as key tools for reducing the likelihood of global conflict, strengthening governability, reducing political friction, and supporting human development. The simulations were conducted twice, in March and April 2024, with undergraduate and graduate students at two universities in Barcelona, Spain. Findings from students’ speeches and post-simulation debriefings indicate that simulation-based learning is effective in addressing the multifaceted nature of political decision-making in nuclear politics and international risk management, contributing to the broader debate on political education and experiential learning for global security.

Keywords

simulation-based learning nuclear deterrence disarmament education critical thinking EU parliament

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