Exploring Democracy through Uchronian Scenarios

Dunărea de Jos University of Galați, Department for Teacher Training

6 h

17-18

Group

Yes

I involved alternative scenarios, role play, and speculative narratives. Students are placed in hypothetical “what if…” situations related to civic and political decisions, such as imagining how a society or community might have developed if certain democratic rights had been granted earlier or if political regimes had taken different paths. They take on the roles of citizens, decision-makers, or ambassadors, negotiating, collaborating, and making decisions that affect the fictional society. Although the exercise does not rewrite real history, it encourages students to explore cause-and-effect relationships, civic responsibilities, and the consequences of political actions, helping them understand democracy and active citizenship through experiential learning. The combination of role play and speculative scenarios allows students to apply theoretical knowledge in a practical, interactive, and concrete way.

• Empathy
• X Communication
• X Cooperation
• Conflict management
• Critical thinking
• Media literacy
• X Creativity
• Other

Social and transversal skills are developed through experiential learning and role-playing exercises. Students take on the roles of citizens, decision-makers, or ambassadors and must negotiate, collaborate, and make decisions to solve the problems of fictional societies.
Empathy: By taking the perspectives of other groups and understanding their needs and interests.
Communication: By presenting arguments, supporting decisions, and discussing solutions with peers. For example, in the Long River Council, each group had to present their country’s position and convince other groups of their proposed solutions.
Cooperation: By working together in groups to find common and balanced solutions.
Conflict Management: By negotiating conflicting interests and finding compromises.
Critical Thinking: By analyzing hypothetical situations, evaluating consequences, and making informed decisions.
Creativity: By developing alternative scenarios and proposing innovative solutions.
Media Literacy: By interpreting visual materials and documents provided to make information-based decisions.

Second-year students in the professional retraining program, History specialization, in the Education for Democratic Citizenship course

To facilitate the participation of students with diverse needs, roles in the activity are assigned based on each student’s strengths and abilities. Students receive simplified visual materials, such as cards with human and citizen rights, to ensure that everyone can follow and understand the information, regardless of reading speed or language level. The teacher provides step-by-step guidance (scaffolding), supporting the negotiation and civic reflection process without imposing solutions, so that every student can actively contribute to discussions and decision-making.

The practice had a significant positive impact on students, fostering active engagement, critical thinking, and empathy. Students reported a better understanding of democracy, civic responsibility, and the consequences of political decisions. Many noted that the simulation helped them grasp the interdependence of actions and the necessity of cooperation for the common good.

Feedback collected from teachers indicated that the level of student engagement was much higher than in traditional civic education lessons. Students particularly appreciated the interactive and practical nature of the activity, which transformed abstract concepts such as citizen rights, negotiation, and democratic responsibility into real and tangible experiences.

In conclusion, the activity contributed to the development of civic, social, and transversal skills, reinforced democratic understanding, and provided an inclusive and motivating environment for all students.

The activity was appreciated for its interactive and practical nature; it helped students understand concepts of democracy, civic responsibility, and cooperation, and it stimulated critical thinking and empathy.

Yes

Yes, this practice can be reused and adapted in other educational contexts. Its core elements—uchronian scenarios, role play, and collaborative problem-solving—make it highly versatile. It can be applied to other courses related to civic education, history, geography, or social studies, by adjusting the scenarios to fit the subject matter. For example, environmental issues could replace political scenarios, or historical events could be reimagined to explore alternative outcomes.
Conditions for successful replication include:
A clear scenario and structured instructions to guide students’ roles and tasks.
A facilitator/teacher who remains neutral, supports discussion, and guides reflection without dictating outcomes.
Adequate time allocation for preparation, negotiation, and reflection.
Materials adapted for diverse learners, including visual aids, simplified profiles, or scaffolding, to ensure inclusive participation.
Opportunities for reflection and feedback, allowing students to connect the simulation to real-life democratic processes and civic responsibilities.
By meeting these conditions, the practice can effectively develop civic competencies, critical thinking, collaboration, and empathy in a wide range of educational settings.