Policy in action
Improvisation, role-play, and the creative use of AI in public policy classrooms
Bibliographic Data
| ID | 6353436 |
|---|---|
| Authors | April M Roggio (0000-0002-4640-6183) |
| Year | 2025 |
| Publication date | 2025-10-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Politics (JOURNAL) |
| Journal identifiers | ISSN: 0032-3268 • E-ISSN: 1467-9256 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/02633957251378260 |
| OpenAlex | W4415383284 |
| Language | EN |
| References cited | 14 |
This article explores how improvisation, role-play, and generative AI can be used to reimagine public policy education through active, experiential learning. Many students drawn to policy studies arrive with backgrounds in creative disciplines and thrive in collaborative, problem-solving environments. By incorporating hands-on methods such as simulations and improvisational role-play, the classroom becomes a space where students not only analyze policy dilemmas but also inhabit them, allowing them to grapple with complexity, ambiguity, and competing perspectives. Drawing on two case studies, this article demonstrates how experiential strategies, supported by generative AI for rapid scenario development, can enhance engagement, critical thinking, and collaborative problem-solving. Rather than using AI merely to streamline preparation, the approach leverages AI’s generative capacities to support adaptive, in-the-moment teaching that mirrors the dynamic nature of real-world policy work. The article foregrounds improvisation not only as a teaching technique but as a democratic stance, inviting co-creation, responsiveness, and a willingness to embrace uncertainty. While challenges remain in assessing learning outcomes and managing pedagogical risks, this work contributes to broader conversations about creativity, equity, and innovation in public policy education. It offers an adaptable framework that equips students to meet the demands of policymaking with agility, imagination, and empathy
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
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| Highly cited | No |
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