Teachers’ navigating principles when designing simulation-based education in Swedish higher education context

Project description

In my doctoral project, I investigate teachers' work with simulation-based teaching and learning (SBTL) in the context of Swedish higher education. My research is interdisciplinary, meaning that the participants in my study are representatives of SBTL and come from various professional education programs. Thus, I follow the idea of the value of exploring SBTL across professional domains in order to contribute to the development of the concept.

My main interest lies in the educator’s relationship to simulation in education—that is, how they perceive and engage with the multifaceted possibilities and limitations of simulation. In other words, my dissertation work is situated within the field of didactic research. I am writing a compilation thesis consisting of four planned sub-studies, in which I use mixed methods for empirical data collection.

Participants wanted for sub-studies

I am currently recruiting participants for the ongoing second sub-study, where I use Q methodology, as well as for sub-studies three and four, which are still in the planning phase.

Simulation-based teaching in this doctoral project refers to a pedagogical methodology in which learning takes place through staged, realistic scenarios that mirror authentic environments, events, or professional practices. This type of instruction relies on participants’ active engagement in a simulated context—such as role-playing, scenarios, physical models, or the use of XR—rather than digital or computer-generated simulations.

I am looking for teachers with some experience in planning, leading, implementing, and following up on this type of instruction to participate in an ongoing Q-study and/or to potentially take part in a subsequent subproject.