Crisis Simulation as a high-ed Teaching Tool: Navigating Complexity in the Modern World

On a chilly November morning, 19 students gathered in a room to try and manage a fast-moving international political crisis. The scenario is tense: a cargo ship has sunk in the Red Sea, spilling chemicals into the water and threatening both the environment and the livelihoods of local communities. Meanwhile, the already volatile region is grappling with escalating smuggling and trafficking activities, regional rivalries, and humanitarian crises stemming from displaced populations. Around different tables sit representatives of Saudi Arabia, Eritrea, and India, alongside international organisations, tribal councils, and other key stakeholders. The stakes are high, and negotiations must be made quickly, strategically, and thoughtfully.

This simulation, a fictionalised crisis built around real-world actors and interests, presents students with a challenge that is as close to real-world complexity as the classroom can offer. It is a pedagogical exercise designed to prepare the next generation of leaders for the demands of our “new normal,” where crises are intersecting, fast-paced, and global in scope.

We live in a world defined by interconnected crises. Environmental degradation, geopolitical rivalries, trafficking networks, and humanitarian emergencies are no longer isolated events but intersecting threads in a global web of challenges. The Bab el-Mandeb Strait, a chokepoint for international trade, exemplifies these conditions. It is simultaneously a site of geopolitical tension, economic significance, and environmental vulnerability.

For higher education, the challenge is clear: how can universities prepare students to navigate these complex, high-stakes environments? Traditional classroom methods, while essential for foundational knowledge, often fall short of equipping students with the ability to adapt, collaborate, and think critically in real-time. In a world where policy decisions intersect multiple issues and disciplines and have immediate and far-reaching consequences, education must innovate to remain relevant and effective.

Simulations offer a dynamic response to this challenge. At their core, simulations are experiential learning exercises that immerse participants in realistic scenarios, requiring them to apply theoretical knowledge to practical problems. In higher education, they bridge the gap between the classroom and the professional world, fostering skills such as negotiation, strategic thinking, and crisis management.

What sets crisis response simulations apart is their emphasis on complexity, adaptability and dynamic interactive progression. Unlike traditional simulations that often replicate procedural models such as Model United Nations, crisis response simulations are designed to mirror the fast-paced, interactive and unpredictable nature of real-world emergencies. Participants are tasked with managing time-sensitive decisions, navigating overlapping stakeholder interests, managing and executing their communications strategy while simultaneously engaging in sensitive negotiations, and still being ready to respond to unexpected developments. This approach transforms students from learners into active problem-solvers.

The Bab el-Mandeb Crisis Simulation

In the Bab el-Mandeb simulation, students were immersed in a fictional crisis set in a real-world context. The simulation was developed and offered as part of the MA International Relations program in collaboration with Anisa Goshi, a professional humanitarian delivery consultant and a Richmond Alum. An invitation was opened to the broader Richmond community to join, and several more students from different degree programs signed up. To prepare, students were assigned roles in advance and received actor briefs outlining each actor’s strategic interests, challenges, and resources. For example, the Saudi delegation grappled with balancing security concerns and environmental commitments, while the Majlis al-Qabā’il (a fictional but realistic tribal conflict resolution council) advocated for non-violent solutions that respected local autonomy.

The simulation unfolded over a single day, divided into two distinct phases. In the morning, the focus was on addressing trafficking, smuggling, and environmental threats. Students engaged in intense diplomatic negotiations, navigating the competing agendas of state actors, regional powers, and non-governmental actors, and explored the utility of international organisations such as the Gulf Cooperation Council (GCC) or the International Maritime Organisation (IMO) to step in and assist in managing the crisis. The complexity of the scenario was amplified by “injects”—unexpected developments such as new intelligence or escalating violence—which forced participants to adapt their strategies in real time.

For example, when Saudi Arabia proposed a military-led anti-trafficking operation, it faced pushback from the Majlis, which warned that such actions could further destabilise the region. Meanwhile, third actors like Somalia saw an opportunity to capitalise on the crisis to enhance their regional interests. The debate highlighted the tension between security-led and community-led approaches and between multilateral or one-sided action and challenged students to synthesise a lot of new information fast, balancing the big picture with specific detail and nuance. As one participant later reflected, “I realised how hard it is to balance short-term gains with long-term stability in a situation where every choice feels like a compromise.”

The afternoon phase shifted the focus to humanitarian challenges. Students were tasked with coordinating aid delivery to displaced populations while managing logistical constraints such as contaminated supplies and overcrowded camps. The idealistic intentions were contrasted with real-world constraints, limited access and information, and difficult choices about scarce resources. One particularly challenging moment occurred when a shipment of contaminated medical supplies threatened to derail the relief effort. Students had to quickly develop a response plan, balancing immediate needs with the potential long-term consequences of distributing compromised aid. The scenario tested not only their decision-making but also their ability to communicate effectively under pressure.

What Makes Crisis Simulations Unique?

The Bab el-Mandeb simulation demonstrated the unique pedagogical power of crisis response role-play exercises. Blending realism with fiction allowed students to engage deeply with the complexities of international relations without the constraints of historical inevitability. Including real-world actors and interests added authenticity, while the fictional crisis scenario created a safe space for experimentation and innovation. Moreover, the simulation’s structure mirrored modern crises’ unpredictable and multi-dimensional nature. The “injects” forced students to think on their feet, while the interplay between diplomatic negotiations and humanitarian response highlighted the interconnectedness of global challenges. These elements made the exercise more than an academic exercise, it was a microcosm of the real-world dynamics students will encounter in their careers.

As the day drew to a close, students reflected on their experiences. They discussed successes, such as their ability to negotiate mutual defence under challenging circumstances, and failures, like missed opportunities to maximise the interests of the state they represented. Many expressed newfound respect for the complexity of crisis management and the importance of empathy, adaptability and attention to detail when working on global issues.

One participant reflected: “It was a super positive experience. I loved how realistic this was. The cooperation between teams was impressive and rewarding.” Another said, “I learnt to consider the values and cultural norms of the local community in any dialogue, and that trust building is essential for successful negotiations.”

Crisis response simulations can be more than a teaching tool; they can be a model for how higher education can prepare students for the complexities of a rapidly changing world. By immersing students in scenarios that demand intellectual rigour and emotional intelligence, simulations provide a transformative learning experience that bridges the gap between theory and practice. As the challenges of the modern world continue to evolve, so must the ways we prepare future leaders to navigate them.