Transforming the Classroom: The Model United Nations as a Catalyst for Meaningful Learning is a comprehensive analysis of the educational impact of the Model United Nations (MUN) in primary and secondary education institutions in Bogotá, Colombia. Due to the scope and richness of the content, this article has been divided into two parts.
In the first part, we explore the pedagogical foundations of MUN, its key characteristics, and its relationship with teaching and classroom practices. In the second part, we will delve into the meaningful learning generated by this methodology, supported by empirical evidence and final reflections that consolidate its value as a comprehensive educational strategy.
Introduction
This article examines the Model United Nations (MUN) as a teaching and learning tool in two schools in Bogotá, Colombia, specifically within the areas of Social Sciences and Natural Sciences, based on three key categories: MUN, Teaching, and Learning.
To do this, a qualitative, descriptive phenomenological research design was implemented, involving semi-structured interviews and focus groups with ninth-grade teachers and students.
The results highlight that the Model United Nations fosters motivation, research, leadership, critical thinking, and the development of skills and competencies, while also enriching teaching practices.
However, some challenges in its implementation were also identified, such as limited classroom time, lack of teacher familiarity with the MUN, and doubts regarding students’ capacity for self-management. The findings suggest that, to be effective, it is essential to train teachers in the use of MUN and to promote pedagogical practices that encourage autonomous and meaningful learning.
This research is framed within educational constructivism and reviews various learning theories—from traditional to more contemporary—emphasizing the ideas of key theorists such as Watson, Maslow, Piaget, Vygotsky, and Ausubel, and their application in educational contexts.
In recent decades, constructivism has gained increasing relevance. From this perspective, knowledge is not passively received but actively constructed by the learner based on their prior experiences and knowledge.
Piaget emphasizes the importance of the individual’s interaction with their physical and social environment in constructing mental schemas. Vygotsky highlights the crucial role of social interaction in cognitive development, coining the term “zone of proximal development.” Ausubel, meanwhile, focuses on meaningful learning, which is based on connecting new knowledge to what the student already knows.
The aim of this research was to understand how students construct their own knowledge and how teachers can design strategies to foster meaningful learning. In this regard, MUN emerges as a pedagogical strategy that promotes active, critical, and collaborative learning, aligned with constructivist principles by offering a path to make this process more effective and relevant.
The Model United Nations (MUN) is an academic exercise that encourages the learning of global issues such as environmental education and the 2030 Agenda.
According to Márquez (2019), MUN fosters the development of key skills such as negotiation, public speaking, formal language use, and debate. Likewise, Zavala (2020) notes that this activity enables participants to learn how to make decisions and resolve conflicts at international, national, and local levels.
Moreover, MUN contributes to shaping participants’ character, leadership, and self-esteem. To date, MUN has been an extracurricular pedagogical strategy that facilitates the understanding of the United Nations’ functioning, encourages knowledge acquisition, and promotes the comprehensive development of participants, who become active protagonists of their learning process.
Characteristics
The Model United Nations (MUN) is an academic activity that can range from small group gatherings to international conferences with thousands of participants.
It is generally conducted in English, although other languages may be included depending on the host country, and some events are held online. Its purpose is to teach participants about the functioning of the United Nations, its principles, and the Sustainable Development Goals (SDGs), through simulations that replicate the organization’s work.
Key characteristics include the wide range of skills it promotes, such as research, writing, public speaking, persuasion, and negotiation, all within an environment of respect and tolerance.
Participants learn to resolve conflicts through dialogue and negotiation, avoiding violence. The activity is typically organized outside regular school hours, usually through clubs or extracurricular programs, so it does not interfere with academic schedules.
MUN covers interdisciplinary topics aligned with the curricular areas of educational institutions, making it an effective tool for promoting comprehensive learning. This strategy encompasses two dimensions: the internal, related to prior knowledge and meaningful learning; and the external, which supports the development of linguistic, sociocultural, and emotional skills.
Furthermore, the Model United Nations addresses 21st-century educational challenges, aligning with active methodologies that seek to motivate students and encourage cooperative, comprehension-based learning by engaging them actively in their educational journey.
The Dimensions
To fully understand the true scope of the Model United Nations (MUN) in the school environment, it is necessary to analyze its various dimensions. These include both internal aspects related to the development of thinking and external aspects focused on linguistic, sociocultural, and socio-emotional skills. Below, each of these dimensions and their relevance within the educational process is presented. In a globalized world, critical and reflective thinking is essential for decision-making in political and socioeconomic spheres.
According to Vygotsky, thought begins in a non-verbal form and becomes verbal and rational when combined with speech. In this way, individuals possess the natural ability to develop their thinking, understand their environment, and share information through their senses. This ability is fundamental for facing situations and problems, such as those presented in the Model United Nations, which foster the development of flexible and autonomous thinking.
Teachers and educational institutions have the responsibility to promote these thinking processes beyond merely transmitting information. They should focus on developing individual skills that enable students to think and act flexibly. For this, active methodologies like MUN are essential, as they promote understanding and transformation of reality, active learning, creativity, analysis, and critical thinking.
Various active methodologies encourage the development of thinking, such as Thinking-Based Learning (TBL), Problem-Based Learning (PBL), the Flipped Classroom model, and academic debates. These methodologies promote criticism, analysis, and creativity, and allow students to develop linguistic, sociocultural, and emotional skills. Research has shown that the development of thinking in MUN is manifested through indicators such as mastery of the subject and the ability to take on diverse roles. Teachers must act as facilitators and guides, using active methodologies to enhance students’ linguistic, emotional, and sociocultural development, thus promoting critical thinking and autonomous problem-solving.MUN allows participants to develop linguistic skills by researching and analyzing assigned topics, which helps them construct clear and precise arguments for debates.
This process supports the development of language and thought, as it is linked to the ability to “learn how to learn.” MUN’s communicative approach fosters skills such as listening, speaking, reading, and writing, which are influenced by the student’s sociocultural and economic environment, as well as by interaction within the school context.
Oral and written communication processes improve through continuous practice, whether during participation in MUN, traditional classes, or throughout a student’s life. It is essential to use innovative methods that foster social interaction and the ability to think and act flexibly, promoting sociocultural and communicative growth. The “linguistic” sub-dimension in MUN includes key indicators such as mastery of parliamentary procedure, writing and delivering opening speeches, working in committees through debate, and producing working papers, all of which reflect the pedagogical outcomes of the MUN process.
According to Vygotsky, the origin of all an individual’s skills and abilities lies in their social context. In line with this, Gardner highlights the importance of interpersonal intelligence, which encompasses the ability to recognize and manage one’s own emotions (intrapersonal intelligence) and the skills necessary to interact effectively with others. Meanwhile, Wong and his collaborators point out that developing social skills enables individuals to understand and respect norms that promote social well-being.
The development of sociocultural skills, a key component of interpersonal intelligence, is particularly challenging, as it requires interaction with others and the acquisition of prior competencies. In the context of MUN, these skills are put into practice through debates and personal interactions on relevant topics. However, participants also face the added challenge of increasing social disconnection caused by the inappropriate use of social media, which isolates young people from their family, school, and community environments.
In this context, the key indicator of the “sociocultural skills” dimension in MUN is the ability of participants to interact effectively and thoughtfully in debates and in the relationships formed during the event, while also confronting the difficulties of digital isolation.
Development of Socio-emotional Skills
MUN provides participants with tools to regulate their emotions, understand those of others, express empathy, establish positive relationships, and take responsibility—all of which help them achieve their personal goals.
According to various scholars, these skills can be intentionally developed in educational contexts, especially during childhood and adolescence. They are essential for preventing issues such as depression, stress, school dropout, and addiction, while also promoting success in university and professional life.
MUN serves as an educational tool that acts as a laboratory for practicing these socio-emotional skills within the classroom. Through committee work, students not only gain academic knowledge but also learn to regulate their emotions, show empathy, and prepare for the challenges of the real world, where they face constant change and sociocultural challenges.
Empirical Evidence: MUN
Scientific literature on the Model United Nations (MUN), concerning teaching and learning, has focused on how this pedagogical strategy contributes to the development of various competencies in students. Several studies have analyzed its impact, highlighting its ability to improve linguistic, argumentative, and negotiation skills, as well as to promote critical awareness and the development of socioemotional abilities.
For example, Ramírez (2022) demonstrated that MUN enables participants to broaden their perspectives and communicate effectively in various settings, while Molina et al. (2023) showed that this strategy helps students engage with the Sustainable Development Goals (SDGs) through research and debate.
Other studies, such as those by Gutiérrez and Zirion (2018), noted that the Model United Nations strengthens students’ abilities to negotiate, collaborate, and express ideas clearly, applying legal concepts through role-play simulations. Research by Zavala (2020) and Márquez (2022) emphasized the importance of MUN for the development of linguistic skills, student motivation, and civic engagement. In addition, Florián (2017) and Fajardo & Florián (2019) demonstrated that MUN facilitates the process of cosmopolitan citizenship and stimulates critical thinking, while Alarcón (2023) identified that MUN reinforces key competencies for university entrance exams.
Studies on MUN highlight how this practical experience, centered on research, debate, and negotiation, fosters students’ academic, personal, and social development.
Through participation in MUN, students not only acquire new cognitive skills and improve their self-esteem, but they also learn to transfer these abilities to their everyday lives, promoting deeper and more autonomous learning.
The parliamentary setting of MUN committees facilitates peer recognition, leadership, and effective negotiation, while students are trained in public speaking, diplomatic procedures, and the defense of core UN values, preparing them for academic and professional futures.
In summary, these dimensions show that MUN goes beyond being an extracurricular activity. It becomes a comprehensive pedagogical tool that enhances the cognitive, communicative, and emotional development of students. Thanks to this structure, MUN manages to integrate thought, language, empathy, and culture, strengthening holistic education in diverse educational contexts.
Relationship Between Empirical Evidence and the MUN Category
A review of the different studies and references highlights the central role played by students in primary, secondary, and undergraduate education, as well as the importance of their ability to communicate globally, recognize themselves and others, define their career perspectives, and act in an integrated way for their own benefit and that of the community.
The acquisition of research skills is also emphasized, along with the application of concepts in practical contexts and the generation of positive behaviors through educational experiences linked to the Sustainable Development Goals (SDGs). Additionally, there is a strong emphasis on the need to strengthen extracurricular programs through the MUN methodology, analyze youth participation in public decision-making, foster critical thinking through debate, and develop participants’ critical consciousness.
Several studies related to MUN are also mentioned, addressing topics such as feminist protest (“escrache”), the promotion of solidarity and mutual respect, the development of critical thinking, the fight against gender-based violence, the appropriation of digital technologies by young people, and the use of MUN as a methodological tool in international relations research.
Despite the relevance of these studies, there is a noted lack of specific research on the impact of MUN in classrooms across different areas of knowledge in primary and secondary education institutions. Therefore, this research seeks to address that gap by analyzing the perceptions of teachers and ninth-grade students from two schools in Bogotá (Colombia) regarding MUN and its relationship with classroom practices and learning styles.
According to ETCÉ (2022), teaching is defined as the transmission of knowledge, values, and ideas among people in various contexts, both academic and non-academic. This process stimulates learning—both concepts being interdependent, though with their own particular characteristics.
Teaching is a progressive, dynamic, and transformative process that impacts the student’s cognitive activity, involving the use of various techniques and methods to build knowledge, values, and attitudes. According to Bembibre (2009), teaching involves a series of strategies designed to facilitate learning, while Pérez and Gardey (2021) emphasize that teaching is an act through which knowledge and principles are transmitted. Zabala (1990) sees teaching as the exchange of information between teachers and students within a structured process, and Stenhouse (1991) adds that teaching is not only instruction, but the systematic promotion of learning. For Soto (2020), teaching should encourage meaningful and lasting learning.
In this sense, teaching should be understood as a continuous experience of construction between teacher and student, as occurs in the Model United Nations (MUN), where the teacher selects activities that motivate students and align with their interests and needs.
Teaching
Teaching, as a socio-communicative process of transmitting knowledge, skills, and norms, becomes relevant when it generates meaningful learning in dynamic contexts such as the classroom, virtual classrooms, and extracurricular activities.
According to Ausubel, teaching must adapt to the individual needs and characteristics of students, using flexible strategies that promote effective learning. The interaction between teacher and student is essential for teaching to achieve its didactic purpose, integrating new models and technologies into the learning process.
In this context, the epistemological constructivist paradigm stands out, which, along with pedagogical strategies like the Model United Nations (MUN), becomes a key tool for enriching educational approaches and energizing teaching practices.
Through MUN, students develop skills in research, participation, and critical analysis, applying content in interdisciplinary and current contexts. Teaching models, such as the lecture-based, participatory, and research-based models, represent different educational processes. While the lecture-based model focuses on the transmission of information without interactive activities, the participatory and research-based models encourage active communication and collaborative practice, respectively.
Specifically, MUN, as a pedagogical strategy, combines these dimensions, providing a participatory and research-based approach in which students research, analyze, and actively participate in international debates, representing different countries or organizations.
MUN is also characterized by clear rules and parliamentary procedures that structure the debate and decision-making, contributing to the development of cognitive and communication skills in students. Through this methodology, teachers (or sponsors) facilitate learning, guiding students in preparing for and participating in debates, which contributes to the development of key competencies in social sciences and other interdisciplinary disciplines.
Teaching in the MUN context provides an innovative didactic guide that promotes active and collaborative learning, improving educational quality and motivating students to engage deeply in their formative process.
Classroom Practices
Classroom practices in the MUN context are characterized by subdimensions that include valuing learning, flexibility in teaching strategies, and adapting to students’ interests and needs.
Teachers must diagnose, guide, and provide practical experiences that allow students to integrate knowledge according to their cognitive structure, as proposed by Vygotsky, who emphasizes the importance of social interactions in the development of sociocultural and emotional skills.
These interactions, between teachers and students, and among the students themselves, are fundamental for promoting meaningful learning.
A key aspect of classroom practices is the teacher’s sensitivity to students’ feelings, interests, and needs, which can be achieved through methodologies such as participant observation.
With this technique, the teacher can better understand each student’s learning style and adjust their pedagogical strategies to promote a more inclusive and personalized environment. Learning environments, according to experts such as Díaz (2023) and Pulido (2021), are crucial for students to concentrate and feel comfortable, which facilitates focusing on academic content and developing cognitive skills. A good learning environment is considered by many as a “third educator” that directly influences the quality of interactions and the teacher-student relationship.
MUN, as a pedagogical strategy, promotes a “culture of thinking” by valuing both individual and collective work, fostering curiosity and critical thinking. Simple activities and accessible tools can be used to make students’ understanding visible, which facilitates cross-disciplinary learning.
Following Perkins’ (2017) ideas, implementing thinking routines in the classroom, through frequently adapted questions to teaching objectives, contributes to more reflective learning that stimulates creativity, justice, and the search for truth.
In conclusion, the MUN strategy not only energizes classroom practices but also encourages teachers to reflect on their role as educators. By actively involving students in MUN activities, they not only develop new cognitive skills but also begin to build real self-esteem and learn to apply their skills in their daily lives. This approach fosters true “learning to learn,” which has a lasting impact on the holistic development of students.
Empirical Evidence: Teaching
The study by Suárez et al. (2020), titled “Teaching for Understanding (EpC): A Pathway to Energize Reading Comprehension Processes at the Normal Superior School of Ubaté,” reflects on the importance of critical reading to strengthen students’ autonomous thinking. Through qualitative research with a hermeneutic approach and action-based methodology, they identified that the lack of reading habits limits students’ critical and autonomous capacity, recommending the cultivation of reading from an early age and adapting pedagogical strategies to students’ characteristics.
On the other hand, Perkins (2019), in his study on students’ informal reasoning, shows that with appropriate instruction, students can significantly improve their reasoning ability on social and political issues. This study, based on experiments, demonstrates that reasoning can be developed beyond what is typically achieved through traditional education, which directly relates to the MUN methodology, which fosters motivating and relevant learning.
In a similar approach, Mendoza et al. (2022) propose that undergraduate teachers use methodological strategies that respect students’ learning styles to improve academic performance. The results show that the theoretical style predominates and positively impacts academic performance, which highlights the importance of teachers adapting their pedagogical strategies to students’ needs, as promoted by MUN.
Crespo and Weise (2021), through a study on teacher management and leadership in an Ecuadorian school, highlight the relationship between transformational and prosocial leadership and pedagogical effectiveness. The findings suggest that communicative and collaborative leadership significantly contribute to learning management. This study is linked to the Model United Nations strategy, which also emphasizes the teacher’s role in energizing pedagogical practices and fostering students’ active participation. Finally, Durak (2023) investigates the impact of personality traits on academic success within a flipped classroom model. His study reveals that extraversion is an important predictor of academic performance, especially in women, underscoring the importance of individualizing teaching and fostering cooperative interaction among students, which aligns with the MUN methodology that focuses on student-centered learning and group cooperation.
In the five studies analyzed, the importance of teaching and the need to implement active methodologies, such as Teaching for Understanding (EpC) and flipped classrooms, which aim to motivate and make educational processes more meaningful for students, is emphasized.
In this context, the analysis considers how teaching, guided by the teacher, can consolidate programs and lessons that not only facilitate learning but also connect it to students’ everyday lives. The studies agree on the need to review and adapt teaching methods to improve academic performance.
This recommendation is also supported by the MUN approach, which aims to adjust teaching strategies to students’ needs, interests, and characteristics. According to Chiavenato, pedagogical management will be effective if planning, proper resource execution, and evaluation of learning strategies are prioritized, as highlighted in the flipped classroom study.
In conclusion, all the studies emphasize that teachers must be capable of designing, planning, and executing motivating and meaningful lessons, tailored to students’ interests and needs, using active methodologies such as MUN to make teaching-learning processes more effective, promoting active participation, motivation, and the development of critical and reflective thinking.
Conclusion
In summary, the Model United Nations (MUN) not only enriches teaching but also transforms the classroom into a space for active participation.
Moreover, it allows the development of key skills such as communication, critical thinking, and negotiation. On the other hand, it offers a dynamic alternative to traditional methods, motivating both teachers and students.
Despite some challenges in its implementation, the benefits are evident. Therefore, it is crucial to continue exploring its impact on educational processes. In the second part of this article, we will analyze how MUN enhances meaningful learning and strengthens students’ holistic development.
