Tibaingana Anthony - Makere University, Kampala (Uganda)
EATIA Simulation games to teach polycrises

Zagel Gudrun - Paris Lodron University of Salzburg, Salzburg (Austria)
Teaching complexity through Bruno Latour’s compass: comparing applications in STEM and public policy education

Sbaraglia Fanny & Terwagne Denis - Université libre de Bruxelles, Brussels (Belgium)
Teaching the complexity of migration in Morocco: Collaborative and experiential pedagogies in social challenges

Ait Mous Fadma - Université Hassan II de Casablanca, Casablanca (Morocco)

Ben Mouro Youness - Université Hassan II de Casablanca, Casablanca (Morocco)

Collective proposal

This panel invites academics and practitioners across the CIVIS alliance to explore how higher education can better address the challenge of teaching complexity in a world marked by intertwined social, environmental, and political crises. 
It focuses on real-world, collaborative cases that allow students to engage directly with authentic societal, professional, and research problems through experiential, challenge-based, and partnership-oriented learning. 
By connecting universities, public institutions, NGOs, and private organizations, such approaches create spaces for experimentation and mutual learning while confronting key barriers such as institutional rigidity, coordination with external stakeholders, and the evaluation of complex learning outcomes.

Drawing on experiences from CIVIS universities in Europe and Africa, the panel highlights how different cultural and institutional contexts shape ways of understanding and teaching complexity. It invites reflections on how educators can design learning environments that embrace uncertainty, foster interdisciplinary dialogue, and cultivate critical and ethical engagement with the challenges of the “polycrisis.” 
Ultimately, the session seeks to envision the university as a laboratory for collective experimentation, where the co-production of knowledge equips learners to navigate and transform complex realities.