Poster 14:

Simulation-Based Learning as a Catalyst for Teachers’ Self-Efficacy and Empathy

Sehrab Masri (Ramat Gan Academic College, Israel) & Nayif Awad (Sakhnin Academic College for Teacher Education, Israel)

This study examines simulation-based learning (SBL) as a pedagogical approach for enhancing teachers’ self-efficacy and empathy, two key competencies for effective and inclusive teaching. Using a mixed-methods design, the study explored the impact of SBL workshops implemented within academic teacher education programs among Arab teachers in Israel. Findings indicate that participation in SBL workshops was associated with higher levels of self-efficacy and empathy, highlighting the relationship between experiential learning and teachers’ emotional and professional development. The study suggests that simulation-based learning can serve as a meaningful catalyst for strengthening teachers’ pedagogical confidence, empathy, and classroom climate.