Model United Nations Research Articles

Adopting Model United Nations (MUN) in Discussion Method in Learning Environmental Pollution: D-MUN Method

In the classroom, the discussion method has objectives to train the students with several skills, such as assertiveness when arguing with opposing ideas, the ability to brainstorm, groupthink, and improved communication with their peers. However, implementing the discussion method requires more preparation to run well. Improper organization of class discussion leads to no clear point or lesson learned that is explicitly stated after class discussion. Students’ participation becomes difficult to monitor whether all students contribute during the class discussion. They only talk when being pointed out by the teacher, and they will not speak if they do not have something to say. Science teachers’ experiences in conducting discussion methods were gathered before the study. Using the results from the preliminary survey, a conceptual framework of the discussion method by adapting Model United Nations (MUN), thus the so-called D-MUN METHOD, in learning about environmental pollution was developed. By adapting the structure of the discussion used in MUN to the classroom while learning science topics, the discussion in class becomes more engaging and increases students’ active participation and clarity of key concepts. The issues that become the topic of discussion should be relevant to the science content and include ill-structured problems. Therefore, the D-MUN METHOD will encourage students to present their solutions, which depends on their point of view (assigned as a specific country/region representative), and, in the end, come together to produce the best resolution. Keywords: Model United Nations (MUN), discussion method, environmental pollution, D-MUN method

Simulating alternative internationals: Geopolitics role-playing in UK schools

Simulation and role-play have a proven track record as pedagogic techniques to provide students with insights into geopolitics, diplomacy, and international relations. Since the first Model United Nations (MUN) in 1947, simulations have proliferated within secondary and tertiary educational settings. However, these activities overwhelmingly focus on recognised nation-states, neglecting polities that are not UN member states, but that are often acutely affected by conflict and human rights abuses. This paper is part of a broader project that is seeking to bring the realities and stories from such communities, territories, and peoples – a number of which have come together as the ‘Unrepresented Nations and Peoples Organization’ (UNPO) – to a wider audience. Loosely based on MUN simulations, the ‘Model UNPO’ exercise involves participants being assigned a UNPO member, researching that polity’s context and rights claims, and coming together for a structured role-play debate. Drawing on participant observation of Model UNPO exercises with 16–18 year old students at thirteen UK secondary schools we examine how geopolitics can be taught and learned within school classroom settings, how young people make sense of geopolitics, and how they imagine and articulate alternative internationals. We assess what simulation exercises can offer to understandings of the intersection of young peoples’ geopolitics and geographies of education. In doing so, we analyse how students draw on ‘known worlds’ and advocate for possible worlds through role-playing unrepresented diplomats, and examine the role of clause writing in the scripting of geopolitical imaginaries, and how role-playing forges empathy and solidarities. We conclude by making the case for foregrounding young people as critical and creative geopolitical thinkers.

Rules and Procedures of  Model United Nations

Rules and Procedures of  Model United Nations

Study on Model United Nations Activities to Improve the Overall Literacy of Young Students

Study on Model United Nations Activities to Improve the Overall Literacy of Young Students

Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence

Abstract This study investigated Model United Nations (Model UN), a simulation of the United Nations that is adapted for academic purposes and includes elements of discussion, negotiation, presentation, and engagement with global issues and international affairs. When students participate in Model UN, they are referred to as country delegates and represent different countries on different committees. As delegates, they join in discussions on global issues related to such topics as world conflict, international security, human rights, and education. In Model UN, student participants from diverse linguistic and cultural backgrounds, collaborate and interact in a common language (English) spoken differently among participants to deepen their understanding of current world issues. By so doing, they reflect on their intercultural communicative competence summarized as the ability to interact with people from another country and culture in a foreign language. Following a Model UN semester course at a Japanese university and a Model UN conference held in Japan, interview sessions with Model UN student participants were moderated and recorded to understand their learning attitudes and experiences of studying in the Model UN context. The interview data were used to generate themes for thematic analysis. The study concluded that Japanese Model UN student participants’ interactions with other learners of English from different cultural backgrounds allowed them to reflect on their intercultural communicative competence and, thus, be able to develop tolerance towards language-related misunderstandings.

Training for the United Nations in the Twenty-First Century; Professionalism Training on Leadership, Negotiation, and Gender for Model United Nations Simulations

Abstract The world needs people who understand the crucial importance of global governance. Training students to participate in a Model United Nations (MUN) simulation provides them with the critical thinking, negotiation, and diplomacy skills that prepare them to work in international relations positions and address negotiation and diplomacy challenges. This article provides a fresh look at why MUN is important by analyzing MUN training guides used to teach students how to participate in MUN simulations. It finds that the training guides offer excellent insight into the functions and structure of the United Nations, but little in the form of learning how to negotiate or engage in diplomacy. Specifically missing are discussions of leadership, negotiation from interest, not position (also known as principled negotiation), and how to train students to be inclusive and respond to discrimination or bias during negotiations. The article includes a description of active learning and learner-centered teaching techniques and provides insight into how a specific MUN team implemented professionalism training in the 2010s. The article is written in collaboration between an MUN advisor and students who trained as MUN delegates, integrating the voices and perspectives of those who train and those who are trained.

Model Arctic Council for sustainable development

ABSTRACT I argue that Model Arctic Council (MAC) has a role to play in Arctic sustainable development. Like the better-known Model United Nations (MUN), MAC is a form of simulation pedagogy, an experiential learning process in which secondary-school pupils or university students comprehend the nature and importance of complex issues such as sustainable development by imagining themselves as diplomats trying to negotiate a common approach to them. After demonstrating the educational value of diplomatic simulations in general, I introduce MUN as its most popular form, and I assess a case-study of a global MUN program designed to advance knowledge and action among youth in respect of the UN Sustainable Development Goals. This case-study, taken together with the structure, subject-matter and educational value of MAC itself, strongly suggests that MAC can be used to advance knowledge and action among both Arctic and non-Arctic youth in respect of Arctic sustainable development, including understanding how the notion of sustainable development is both contested in general and contextualized in the Arctic. Combining this analysis with professional experience, I offer practical recommendations to educators about the effective design and use of MAC and other simulation pedagogies.

USE OF ENGLISH IN IMUN (INTERNATIONAL MODEL UNITED NATIONS)

English is an international language that needs to be mastered by people who want to connect with other people from all over the world. Studying at a school or course institution is not enough to facilitate someone in speaking English quickly. There must be direct communication that is done to improve speaking skills. One of the international organizations that gives a person free space to use English is IMUN (International Model United Nations). IMUN is a simulation forum for the UN session that aims to mobilize young people from all over the world to express their opinions on international issues, which ultimately seeks to find a solution to a series of existing problems. This study's objective is to investigate English use in IMUN. The researchers use the descriptive qualitative method with the participation method as the primary data, and the screen captures of video or photo method to obtain additional data. One of the author's direct involvements in the Internship at IMUN (Campus Ambassador) and the simulation of the UN session (Online Conference) reinforce the fact that IMUN is truly an international organization that can be used as a forum to improve English language skills. With those experiences, the participants can improve their English skills quickly.

A Model United Nations Experiment on Climate Negotiations

Abstract Weitzman, M.L. (2014. Can negotiating a uniform carbon price help to internalize the global warming externality? J. Assoc. Environ. Resour. Econ. 1: 29–49) proposed that focusing international climate negotiations on a uniform common commitment (such as a uniform carbon price) is more effective than negotiations on individual commitments (as in the Paris agreement) in achieving ambitious climate action. We put this hypothesis to an experimental test by simulating international negotiations on climate change in collaboration with Model United Nations associations. This novel experimental format combines some of the advantages of lab and field experiments. Our results offer support for Weitzman’s hypothesis and indicate that negotiating a common commitment on a uniform carbon price may yield higher emission reductions in the long run and more participation than individual commitments à la Paris.

STUDENTS’ PERCEPTION OF ONLINE MODEL UNITED NATIONS IN IMPROVING EFL STUDENTS’ SPEAKING ABILITY

Model United Nations (MUN) is a formal activity for youth to have a simulation of the United Nations assembling. This activity requires formal and academic language proficiency, predominantly in English. MUN is quite typical for debate competitions. Nevertheless, since the terms of the pandemic, there have been several setting changes to MUN’s procedure. MUN has been chiefly held in a virtual environment. Furthermore, this research is established to explore students' perception of the new online setting of MUN for their speaking ability. This research is phenomenological descriptive qualitative where it explored participants' perspectives in online MUN events. The data was taken with purposive sampling to collect participants with several experiences in online MUN events. Moreover, interviews will be implemented as a data collection method. It reveals most students infer that MUN allows them to gain confidence and fluency development in speaking components. On the other hand, it also provides a positive impact on their academic performance.

Political and International Affairs Simulations and College Students’ Civic Development

Abstract Political science professors frequently use simulations to try to enhance student learning. Beyond their use in experiential learning, prior research suggests that simulations may also improve student civic outcomes and promote political interest and engagement outside of the classroom. This study estimates the impact of political science simulations by examining students’ attitudes and behaviors before and after taking part in a simulation. We study whether participation in classroom and Model United Nations simulations leads to increases in student civic engagement, political efficacy, and appreciation of diverse viewpoints among college students using a comparison group difference-in-difference design. We find significant positive impacts of simulations on measures of civic engagement, which suggests that students who participate in simulations may take immediate and concrete steps to be more involved in social and political groups.

Digital transformation of ir and un studies: Case study on youth engagement in model un new silk way

The quality of teaching international relations (IR) and UN studies depends on many factors, including the anchorage and localization of educational materials through practical exercises and extracurricular activities. In this regard, Model United Nations (Model UN) programs have proven to be one of the most effective activities, inculcating youth with necessary practical skills and competencies, especially soft skills in negotiating, debating, consensus seeking, and gender and multicultural sensitivity. However, over the past few years Model UN programs have been facing challenges in developing and expanding their engagement with young people due to the need to adapt the programs to new realities including the internationalization of higher education institutions (HEIs) and the COVID-19 restrictions and closures. A key tool in introducing necessary changes and responses to the challenges is digital transformation through the incorporation of information communication technologies (ICT), digital online learning (DOL), social media, and enhancing essential digital skills. The purpose of this article is to analyze how digital transformation impacts teaching IR and UN studies in general, and implementing Model UN programs in particular. First, it introduces the framework of this research project. Second, it discusses the educational context of developing IR and UN studies and the recent growth and expansion of Model UN programs. Third, it provides a short literature review on the empirical and theoretical aspects of digital transformation. Fourth, it presents the case study of the impact of digital transformation especially of the use of ICT on the Model UN New Silk Way over the past 10 years. The conclusion summarizes the findings of this research and discusses some implications for educational process and practices in IR and UN studies, and for the internationalization of higher education. Keywords: Digital transformation, digital online learning, globalization, international relations, Model UN, UN studies, internationalization of education.

Simulations Research in Political Science Pedagogy: Where is Everyone?

Anecdotal evidence suggests pedagogy research on simulations in political science is dominated by two subfields: International Relations and Comparative Politics. This belief may stem from the widespread use of things like Model United Nations and Model Arab League or the popular game Statecraft. While some other subfields, notably public law, embrace simulations, there is less research on simulations in other subfields. While many professors likely use simulations in their classes, the research does not seem to demonstrate this. In this paper, we review articles published in The Journal of Political Science Education and PS: Political Science & Politics from 2005 to 2020 to determine which subfields are publishing the most pedagogy research on simulations. We find that the anecdotal perception is mostly accurate; International Relations accounts for a significant plurality of the simulations research. Other subfields trail behind. We end with an invitation for faculty from across the discipline to publish their simulations research. This will better encourage the use of simulations across more subfields of political science and make adopting those simulations easier for all faculty.

The Edmund Burke Society and Right-Wing Extremism in Late Twentieth-Century Canada

Emerging in Toronto in the late 1960s, the Edmund Burke Society (ebs) became a leading far-right outlet. From picketing Model United Nations meetings and gatherings of left-wing groups to staging pro-Vietnam War protests and engaging in racially motivated vandalism, the ebs became a bellwether of what journalists and social scientists identified as a “virtual explosion” of Canadian right-wing extremism. The far right has a long history in Canada, and, in this regard, ebs members’ views reflected long-standing strains of extreme nationalism, racism, anti-statism, and anti-communism. However, the ebs and its successor organizations were very much concerned with issues that were current in late twentieth-century Canada: the expanding welfare state; changes in Canadian immigration policy; multiculturalism and a more civic-based nationalism; and the entrenchment of the rights revolution. Furthermore, the group was also a response to 1960s counterculture, a counter-counterculture in that it offered a radical challenge from the right, not only to the status quo but also to the New Left. While much of the history of Canada in the 1960s is focused on the left, the emergence of the ebs highlights the growth of activism at the other end of the political spectrum. Providing an important look at Canadian far-right extremism, this examination of the ebs serves as a reminder that the 1960s were not all Trudeaumania and flower power and that societal changes in the later decades of the century did not go uncontested.

Student engagement and learning outcomes in the model United Nations

This article explores the effect of student engagement on learning outcomes associated with students’ participation in Model United Nations. We developed an objective assessment of learning outcomes by fielding a survey to conference participants and measuring their general knowledge of the United Nations. We follow-up the survey by asking faculty advisors to report on student outcomes and on the level of activity of Model UN student groups. As predicted by previous research, expectations established by a supportive peer group provide a powerful incentive for student learning, even exceeding the influence of formal instruction in a dedicated credit-bearing course.

The mental wellbeing of optometry and pharmacy students in New Zealand during COVID-19

At a time of transition into adulthood, tertiary study places additional stresses on the mental wellbeing of students. The continual assessment, long teaching hours, and expectation of professionalism that is expected from students within clinical programmes places even more burden on these students. Then in 2020, with the COVID-19 lockdown, there were significant changes to how these programs were delivered. We surveyed the mental wellbeing of our undergraduate students in the Bachelor of Optometry and Bachelor of Pharmacy programmes at the University of Auckland in 2019 and 2020. Using validated screening questionnaires, we found a high level of anxiety and depression in both years, however, in 2020 following the lockdown, anxiety levels in our students decreased. We found that the leading stressor was academic stress, and levels of anxiety were inversely correlated with perceived academic success. Therefore, we believe the lockdown, which provided both a break from clinical stresses and a change in teaching modality to online delivery, provided a period of relief, despite the potential stressful environment regarding COVID-19. To help alleviate the high level of distress in our students, lessons could be learned to decrease the stress levels in our students by continuing with alternative teaching and assessment styles.

Facilitating Deep Learning and Professional Skills Attainment in the Classroom: The Value of a Model United Nations Course

What is the role of Model United Nations (MUN) in facilitating deep learning and professional skills attainment in the classroom? Using a 15-week MUN course, I gather data on student progress in four levels of knowledge: factual, conceptual, procedural, and metacognitive. I use pre- and post-activity surveys as well as the instructor’s own assessments designed to capture respondents’ initial knowledge/skill levels and measure the improvement they achieve throughout the semester. Additionally, I conduct debriefing sessions with each respondent to gather additional data on their progress. The findings suggest that the in-class MUN experience as a whole has a substantial positive impact on students' factual, conceptual, and procedural knowledge as well as their self-perceived skills of negotiation, decision-making, public speaking, research, and teamwork. A comparison of respondents’ self-evaluations and the instructor’s assessment of student progress offers additional interesting findings: Despite the holistic nature of MUN as an experiential learning activity, course design is still key in targeting the skills to be improved. The course assessed here has strengthened negotiation and public speaking skills most substantially. The analyses also reveal that findings based exclusively on self-assessments must be approached with caution because they significantly overestimate students’ initial knowledge and skill levels.

Redesigning an Undergraduate Global Health Course to Increase Student Engagement and Incorporate High-Impact Educational Practices

In many undergraduate public health programs, global health is an introductory course encountered early in the curriculum. At the University of Hawai‘i at Mānoa, the undergraduate global health course reinforces introductory content within a global health framework while building skills in preparation for upper-division work. The global health course was completely redesigned in January 2018 to increase student engagement and incorporate high-impact educational practices, including experiential learning opportunities, diversity/global learning, and collaborative assignments. New activities incorporated include a water carrying exercise to simulate efforts required for the billions of people worldwide who manually transport water for daily use and a model United Nations scenario-based activity based on a writing assignment proposing an international policy from the position of a selected country. Incorporation of relatively brief written assignments early in the undergraduate public health curriculum additionally serves to support student development of written communication skills throughout the program and helps in early identification of students who may need additional support in writing skills. Assessment of the new course was conducted through student feedback, student performance on assignments, and student growth/development throughout the course. Through successful course redesign students emerge excited about international opportunities for public health practice and with a greater empathy for global citizens living abroad.

Explaining self-efficacy development in an authentic higher education learning context of role-play simulations

Role-play simulations have become commonly used active learning methods to teach about complex, dynamic political processes. However, an understanding of why there is variation in student learning during such simulations is lacking. This study focuses on the development of student self-efficacy in negotiating over the period of one simulation. We investigate to what extent self-efficacy development can be explained by the individual characteristics of students. This study further contributes to the field by including perceived student cohesiveness as a social aspect of the simulation. Data from 84 participants were collected during a four-day Model United Nations (MUN) simulation. Self-efficacy in negotiating was measured using 12 measurement times, and the data analysed using multilevel growth modelling. Results show a statistically significant linear increase in self-efficacy in negotiating over the period of the simulation. Compared to the time factor, individual characteristics explain variation in self-efficacy development to a larger extent, of which perceived student cohesiveness contributes the most.

Model united nations (MUN): Learning method to enhance critical thinking skill and communication skill for high school students

The 21st Century learning focuses on 4Cs, so students’s target can have basic abilities. Current learning methods are less suitable with 4Cs skills in geography subjects. In addition, students are required to have global awareness. Learning methods that are suitable for improving students' critical thinking and communication skills are using Model united nations (MUN). This research is Analysis-Design-Development-Implementation-Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Thus, Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.