Abstract
This chapter delves into the design of simulations based on literature that can be taught
in secondary school. The main objective of the present fieldwork is to determine
whether designing simulations is effective in introducing teacher trainees to the use of
simulations in secondary education and build mindful global awareness over the issue
of human rights. To achieve this, the flipped learning model is followed in which
literary pieces and videos are read and analyzed on the part of the teacher trainees
outside of class whereas practice, discussion and simulation design are done in class.
The findings of the qualitative analysis of postgraduate students’ perceptions are
presented. Results show that the postgraduate students participating in the design of
simulations based on reading texts on human rights find simulations as powerful tools to
promote human rights and social consciousness.
