Together with the students we wrote the scenario, selected the actors relevant for solving the most urgent issues and developed the respective role-profiles. Furthermore, we also guided the students on how to implement the simulation game, with a special focus on the evaluation phase.
Then, for one and a half days, the simulation game was implemented with 11 pupils from 12th grade, who used the simulation game to develop a roadmap on how to implement a de-escalation zone in the fictitiousregion of Damaya in Syria. The pupils very much appreciated the experienced-based way of learning and all of them stated to have increased their understanding of the conflict causes, its dynamics and especially about the different actors at stake. In particular, they highlighted the additional benefit of the simulation game in practicing theories of political science in a semi-fictitious setting.