F1000Research F1000Research 2046-1402 F1000 Research Limited London, UK 10.12688/f1000research.178542.1 Research Article Articles Exploring Creative Pedagogies in Higher Education: Creative Posters and the Quest of Enhancing Students’ Understanding of Southeast Asian Geopolitical Dynamics

[version 1; peer review: 2 approved with reservations, 1 not approved]

 Putra Bama Andika Conceptualization Investigation Methodology Visualization Writing – Original Draft Preparation Writing – Review & Editing https://orcid.org/0000-0001-5952-136X a 1 2 University of Bristol School of Sociology Politics and International Studies, Bristol, England, UK Universitas Hasanuddin Fakultas Ilmu Sosial dan Ilmu Politik, Makassar, South Sulawesi, Indonesia bama@unhas.ac.id

No competing interests were disclosed.

 13 3 2026 2026 15 401 28 2 2026 Copyright: © 2026 Putra BA 2026 This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

In teaching international relations (IR) subjects, lecturers struggle to find a teaching method to enhance students’ skills. Expected to be equipped with negotiation, oral communication, research, and writing skills, the demand to re-evaluate the teaching methods undertaken in IR undergraduate classrooms has never been more urgent. This explanatory study looks into the prospects of adopting alternative approaches in the form of creative posters to shift the power of learning into the hands of students. Situated within the discourse of student-centered learning’s continuum and problem-based learning method, this study provides guidelines for lecturers teaching Southeast Asian studies on measures adaptable to enhance the learning experience of undergraduate students. Several points recommended include teaching methods adopted in the earlier weeks as the foundation of knowledge concerning the Southeast Asian region’s dynamics, freedom for students to elect problem-based questions as the basis of a creative poster’s theme, flexibility of substantive and features visualized in the posters, and the presentation of posters to the class at the end of the subject term. Doing so allows students to grasp complex theories, concepts, and empirical cases of Southeast Asia, which includes the South China Sea, exertion of great power influences in the region, environmental degradations, non-traditional security threats, challenges to enhancing human rights, and the relevance of regional organizations amid contemporary challenges encountered by Southeast Asian states.

 Creative Learning Higher Education International Relations Southeast Asian Studies Student-centered Learning The author(s) declared that no grants were involved in supporting this work. 1. Introduction

Teaching IR subjects has never been more demanding than the present. From the level of substantive coverage, the dynamics that have surfaced in world politics have led to complexities within international affairs that require a great deal of skill for lecturers to simplify in substance for the students. With events taking place in Asia ranging from trade wars between the US and China, great power rivalries in regional areas to the contestation of resources and boundaries ( Mistreanu, 2025; SETKAB, 2019; Shambaugh, 2020; Zha, 2022), mastering the complexities of IR subjects can be a daunting task for students.

To add to such complexities, how one teaches IR subjects is a topic less explored within academia. There is a general expectation that students who enroll in IR courses express interest in working as a diplomat in the future ( Clausen, 2021; Hagmann & Biersteker, 2012). However, graduate profiles of IR tend to be diverse, ranging from policymakers in the government sector, managing non-government organizations (NGOs) to working as researchers. Because of the uncertainty of the IR graduate profile, higher education institutions demand that IR graduates are equipped with a long list of skills that ensure all potential job employment prospects remain open. These skills include communication, language, teamwork, negotiation, creativity, and cross-cultural understanding ( Alencar et al., 2016; Campillo et al., 2021; Varghese et al., 2017). To maximize a graduate’s prospects of securing an ideal job in the workforce, special attention is needed to review the methods undertaken within the class.

Two prominent factors highlight the issues faced by students vis-à-vis their IR courses. At the first level, the focus has been on what is being taught. IR is predominantly a euro-centrism scholarship, looking at theories and concepts derived from the West. This is primarily why scholars from the Global South have voiced such concerns and called for more inclusive IR studies by seeing what norms, histories, and values can the Global South teach us in the understanding of IR ( Acharya, 2014b; Putra, 2024). A second issue is how the substantive is being taught. One of the signature pedagogy of IR studies is the traditional one-way teaching method, in which the instructor provides all the information needed to students, with the expectation that students would maintain focus and understanding throughout a class ( Ala et al., 2021; Horn et al., 2016; She, 2021; Simpson & Kaussler, 2009). This pedagogy is problematic. For one, studies have looked at the significance of student-centered learning as the basis of creative teaching in the social sciences ( Asoodeh et al., 2012; Bhardwaj et al., 2025; Morris et al., 2025; Shah et al., 2024). Redefining the teaching method in classes allows students to grasp ideas less pressurized, with a higher chance to elevate their long-life learning skills ( O’neill & McMahon, 2005).

The IR subject that this study is concerned with is Southeast Asian studies. Regional dynamics of the Southeast Asian region tend to be adopted in IR programs in Asian higher education institutions, especially Southeast Asian universities. One thing to highlight is that this is a diverse region, consisting of states with different histories, political systems, economic outlooks, and differing alignment strategies in realism’s terms. Consequently, teaching Southeast Asian studies requires not only the lecturer’s virtues but also incorporates students’ active participation in the learning process to maximize the teaching and learning output of the class.

Against such a backdrop, this explanatory study explores the prospects and benefits of adopting a creative pedagogy in Southeast Asian studies courses through creative posters. As scholars noted in the past, the use of innovative methods such as posters, simulations, and policy briefs can be beneficial for students as it requires students to place value on what practitioners are doing ( Calder, 2006). A large portion of the Southeast Asian regional politics study is also future-oriented, in which students are expected to analyze past occurrences and provide recommendations as to the best means of resolving a particular tension arising in the region. Several examples in the case of Southeast Asian studies are the South China Sea conflict, border tensions (land and sea) among Southeast Asian states, regional solidarity in the Association of Southeast Asian Nations (ASEAN), regional norms, and responses to great power influences ( Edwards & Bradford, 2023; FAO, 2017; Johnson et al., 2021). Therefore, the course could benefit from elevated creativity from the students, centering their opinions as prominent in the teaching and learning process. As past studies opined, creative methods in pedagogy would lead to the idea that no correct answers exist, the importance of collaborative work, countering stagnation in the classroom, and the exploration of topics that excite the students ( Alencar et al., 2016; Clausen, 2021).

This study argues that adopting creative posters can be one of the creative pedagogies that could be adopted in one of IR’s most elected courses, Southeast Asian Studies. In doing so, this study will provide some step-by-step guidelines on its implementation, situated within the discourse of creative posters as a student-centered learning method. This is followed by explaining the unique benefits of using creative pedagogy in IR classrooms. The following section will first explore how existing studies have interpreted the vast pedagogy of IR. It looks first at the one-way teaching method, the signature pedagogy of IR studies, its deficiencies, the importance of creativity to be imposed in classrooms, and how existing studies perceive posters as potentially complementing past methods. In the discussion section, this study starts by exploring the idea of new thinking in IR, in which knowledge can be generated from a non-West perspective that allows diversities in opinions on how to engage in IR studies. It then provides an example of a step-by-step approach to adopting creative posters in Southeast Asian studies, including the vast benefits that it promises for IR students.

 2. Enhancing creativity in international relations studies: A literature review

What is the most common pedagogy in the study of IR? The most preferred teaching means within the academic discipline can be understood by bridging the ‘signature pedagogy’ conception introduced by Lee S. Shulman. Shulman stated that signature pedagogies are the most common teaching method in a given academic discipline ( Shulman, 2005). Within IR teaching, it is definitely the traditional one-way teaching that dominates the teacher and learning process. Nevertheless, with the exploration of new pedagogies in social sciences, IR’s signature pedagogy has encountered many criticisms. Clausen, for example, stated that lecturers in IR act as the ‘master,’ while students maintain the role of listening ( Clausen, 2021). The dominance of talk does not undermine the knowledge disseminated by the lecturers. However, a critical examination of such a teaching method looks deeply into how the students perceive such a method and questions to what extent they can absorb the knowledge provided ( Clausen, 2021; Freire, 1970).

The consideration of the outdated modes of teaching is what inspired many studies in the past to explore creativity methods as an alternative IR pedagogy. The aim of adopting more creative modes of teaching has been to attract divergent thinking and counter stagnation in the process of teaching and learning ( Baer & Garrett, 2010). It is precisely because of such considerations that creative learning has been introduced in many of the science subjects in higher education institutions, as well as in understanding social changes ( Cropley, 2014; Kaufman & Baer, 2004; Lundin, 2009; Nakano & Weschsler, 2018). In the context of IR teaching, the incorporation of creative methods provides the unique opportunity to establish a learning environment in which no right answers exist, the opportunity for collaborative work, and a challenging and fun learning environment to ignite critical thinking ( Alencar et al., 2016).

Against the backdrop that IR’s signature pedagogy depends on the methods imposed by IR lecturers in classrooms, one could explore the potential different teaching strategies that would ignite creativity. In a study by Ludert and Stewart in 2017, they showed how using alternative student-learning activities, such as posters, simulations, debates, and creative presentations, can enhance students’ understanding of the given case studies ( Ludert & Stewart, 2017). Similarly, past studies have also seen the success of using games and simulations to enhance familiarity with key concepts within the study of IR, which can be difficult to grasp by students ( Arnold, 2015; Newmann & Twigg, 2000; Simpson & Kaussler, 2009). Another creative method is the graphic novel. Several past studies have assessed graphic novels’ benefits, particularly their importance as a method in the social sciences and other academic disciplines ( Hecke, 2011; Rocamora-Pérez et al., 2017). Perhaps the highlight of such a method is that it allows the use of images to enhance students’ creativity, training students to construct a sense of empathy and emotional attachment to topics evaluated within the class ( Garrison & Kanuka, 2004; Williams, 2008).

The last discourse related to this study is using creative posters in classrooms. Within the study of IR, there have not been many studies exploring the benefits of such an approach for students. Studies from Kodabux and Bleiker have assessed how using such a method visually illustrates IR theories and provides a better understanding of world politics through art ( Bleiker, 2018; Kodabux, 2019). Their study is also concerned with the dominance of texts within the IR discipline and how the teaching method that has become the signature pedagogy of the study leads to a one-way linear flow of information ( Bleiker, 2018). Therefore, by adopting creative posters, students can make mind maps and other visual illustrations to comprehend the complex concepts of IR better and are pushed to situate their ideas in a poster’s diagram. Through posters, students are demanded to display their ideas visually, which would encourage creative reasoning.

Meanwhile, the discourse on classroom posters provides some unique benefits, as assessed by past studies. Scholars such as Justina Osa and Linda Musser, for example, opined that posters are an attractive learning media that allows for the enhancement of the learning environment ( Osa & Musser, 2004). Other studies looked at the significance of this tool through the argument of developing critical skills by pushing students to link between different media, images, and texts, structured based on their preferences and understanding of a given topic ( Hasio, 2015). Meanwhile, in 2015, Howard opined that through posters, students can find enjoyment in class and simultaneously promote higher-order thinking to prepare the students for the challenges to come ( Howard, 2015).

Nevertheless, one thing that seems to be missing within the relevant discourses is the question of how creative posters should be adopted as IR subjects. Creative posters have the potential to ignite creativity and develop the workforce-required skills for IR graduates. Nevertheless, there is still a lack of clarity regarding imposing such a method within IR subjects. Sally Duchin and Gwen Sherwood opined that whatever the form, the message displayed in posters must ensure that it is brief, interactive, and constant ( Duchin & Sherwood, 1990). This conclusion is essential, but more elaboration is needed to guide lecturers in adopting such a method, a task that this article aims to do precisely. Taking the study case of Southeast Asian studies, this study will provide the steps and essential elements of the creative poster method in enhancing students’ understanding of the regional complexities and dynamics in Southeast Asia.

 3. Analytical framework: Situating creative posters within student-centred learning

Considering the vast opinions within academia, the prospects of adopting creative posters in Southeast Asian Studies subjects within the IR curriculum are understood in this study as consistent with the conception of student-centered learning. In doing so, this study bridges the thoughts of Geraldine O’Neill and Tim McMahon’s 2005 chapter, ‘Student-Centered Learning: What Does it Mean for Students and Lecturers?’ ( O’Neill & McMahon, 2005). The term itself can indicate different terms used in the past, such as ‘experiential learning’ or flexible learning ( Burnard, 1999; Taylor, 2000). Nevertheless, student-centered learning can be defined as the shift of power from the teacher to the students as actors of learning ( Barr & Tagg, 2023; Rogers, 1983). Therefore, the expectation is that lecturers change their roles in the class by becoming facilitators of learning.

The student-centered learning has been understood differently. Nevertheless, Brandes and Ginnis’ guide provides some essential basics to consider when lecturers plan to adopt this in their classes. They include ( Brandes & Ginnis, 1986), students are responsible for their learning, active involvement of students in learning, equal relationship between teachers and students, teachers shift their roles becoming facilitators, and the flow of affective and cognitive domains in conjunction. Situated in cognitive theories, studies have argued the significance of this form of learning as it leads to learning activities that are “computed in the head” ( O’neill & Mcmahon, 2005, p. 32), allowing for deeper understanding of the topic ( Cobb, 1999).

Two conceptions of student-centered learning will be connected with using creative posters in the Southeast Asian studies subject. First, the logic that O’Neill and McMahon mentioned as the “either end of a continuum” (between teacher-centered learning and student-centered learning) ( O’neill & Mcmahon, 2005, p. 32). The understanding is that the practice of whether to center the learning on the teacher or the student is not a black-and-white option. Instead, the focus is on what teacher-centered or student-centered learning will create in relationship to the student’s learning experience. On the latter, the argument introduced is that student-centered learning leads to a higher level of student choice, active participation of students, and the power mainly in the hands of the students ( O’neill & McMahon, 2005). A continuum that leans slightly more toward student-centered learning benefits IR students, considering the expectations of their skills once they graduate. Therefore, using creative posters in IR classes is perceived as providing more room for students to be active in the learning process to maintain their motivations.

The second concept used in this study is the student-centered learning approach in classrooms: Problem-Based Learning. Creative posters can discuss many different aspects within the substantive coverage of Southeast Asian studies. However, to enhance critical thinking, this study perceives that introducing a set of problems or issues could trigger students to undertake more serious independent learning and develop their own learning goals ( Boud & Feletti, 1997). The students, therefore, aim to fill in a gap in existing knowledge and enhance the student’s responsibility due to the creative thinking needed to address the problem. Hence, the choice of topic is important not only when it comes to creative posters but also the enhanced responsibility given as resolving problems and visualizing the solution will need the student’s active participation throughout the learning process.

 4. Creative posters in Southeast Asian studies subject

There are multiple ways and approaches to adopting the creative poster method in Southeast Asian classes. Therefore, it is by no means the intention of this study to establish the following guidelines as the only means to ignite student’s creativity through posters. The term ‘posters’ itself can refer to different forms. Within academia, the most common that is known is ‘academic posters,’ which are a form of poster that tend to be made by researchers and postgraduate students to simplify the project that they are working on, with other researchers being the viewers ( Gundogan et al., 2016; Sousa & Clark, 2019). The creative poster recommended in this study differs from such a form. This is primarily because the topic of those academic posters tends to be advanced and deeply invested in explaining a novelty within their respective field of study. They situate their solutions through creative displays. However, one thing that can be taken from such a poster is the keyword ‘simplifying.’

Bridged to the study of Southeast Asia, one can look at the benefits of creative posters by their aim of simplifying a set of complex explanations, histories, and concepts relevant to Southeast Asia’s context. The form, therefore, should not be confined to certain substantives or elements. The key for lecturers in determining the content within the creative poster should only consist of guidelines on an ideal structure. This could include, for example, background, timeline, problem setting, and solutions. For example, the case assessed by a student in their creative poster is democracy in Southeast Asia. Rather than delving into the complex definitions of democracy imposed by Southeast Asian states ( Emmerson, 2005, 2007), one could simply display a map of the Southeast Asian region and pinpoint the unique developments of democracy in different parts of the region. It could point to the success of democracy in Indonesia’s history ( Rosyidin, 2020; Rosyidin & Kusumawardhana, 2024) and also look into the unique case of authoritarianism established by the military junta of Myanmar ( Abdelkader, 2017; Guilloux, 2010; Maizland, 2022). With the diversity of forms and ideas that the students can use, students’ creativity is not confined, allowing them to dig deep into their creative toolbox.

Having seen that the structure of a creative poster should not be fixed, one then turns to the question of what needs to be prepared before launching the project to IR students. In a typical Southeast Asian course, lecturers are expected to cover relevant background issues such as the region’s history, demographic divides, systems of nations, and how Southeast Asian states respond to global dynamics. This phase is typically undertaken using the traditional teaching method. However, some essential concepts are vital to consider before allowing students to work on their creative posters. The first, and perhaps the most significant regarding IR teaching and learning, is ‘contrapuntal reading.’ As described in Bilgin’s study, bridged into IR studies by Ettinger in 2024, contrapuntal reading is the idea that multiple histories exist simultaneously and influence one another ( Bilgin, 2016; Ettinger, 2024). Exploring these different histories allows students to uncover an integrated understanding of world and regional politics and that there is no single right or false answer when it comes to interpreting history.

Contrapuntal reading on Southeast Asian studies is vital to establish that students can engage in a topic differently. As in the case of IR paradigms, once a student is encountered with the task of understanding global politics, one can use a realist, liberalist, or constructivist paradigm. In the case of Southeast Asian studies, lecturers introducing different means of analysis would assist students in understanding that whatever route they choose for their creative posters will not be interpreted as wrong. As in the case of the ‘new thinking’ in IR studies, there is a whole range of opinions out there that questions what IR would look like if the discipline were not invented in the West ( Acharya, 2014a; Acharya & Stubbs, 2016; Blaney & Tickner, 2017a, 2017b; Buzan, 2016).

The next step is to create themes for the students’ creative posters. In this process, learning from the concept of a ‘renegotiated curriculum’ could provide some interesting insights into the active involvement of students in determining what they will learn ( Clausen, 2021; Nunan, 2013). Rather than imposing that a particular student/group present a particular creative poster theme, it would be wise for the lecturers to give a list of options that students can choose from. Doing so allows students’ motivations to remain high, considering that they would be selecting a topic of interest, which could lead them to independent learning throughout the process of constructing the poster. Ideally, creative posters are presented in groups. Doing so opens up the opportunity to learn from one another, discuss and weigh advantages and weaknesses to the substantive of the creative poster, and negotiate to find common ground. Considering that this is a region-focused course in IR programs, which tends to be elected in a later phase of one’s undergraduate studies, igniting creativity within teamwork would be beneficial to develop the necessary skills required as an IR graduate.

Perhaps the question of what themes students can choose from needs the most attention. Southeast Asian studies programs among universities differ in the specific curriculum being taught or in the outcome of the class. However, several themes should represent most of the substantives taught. These include the history and system of ASEAN as the most prominent regional organization in the region. ASEAN was established by the founding of five nations out of concerns for the Cold War and the influence of great powers in the region ( Anwar, 1994). Although understanding this could be a relatively straightforward task for the typical IR student, understanding the complexity of the organization’s structure could be a daunting task, considering the hundreds of forums that ASEAN hosts on an annual basis ( Acharya, 2015; Haacke, 2003; Leifer, 1996).

Therefore, one topic that students can elect for their creative posters is hovering around the theme of ASEAN as a regional organization, its systems, decision-making process, and perhaps, how it compares with other regional inter-governmental organizations such as the European Union (EU) and African Union (to name a few). Such a topic demands a group to delve deep into understanding how ASEAN works, the unique norms that it upholds (non-interference, consensus-based decision-making, pacific settlement of disputes), and the extra-regional forums that ASEAN hosts. Students can also have the option of choosing a specific case study in regards to the ASEAN, with adoptable questions ranging from “Is the ASEAN Way relevant today,” “Should the pacific settlement dispute norm be tweaked to be an active resolver of disputes,” or “How is ASEAN different to the EU?” These forms of questions are consistent with Problem-Based Learning, as students seek creative solutions to the given problem and demand to simplify their opinions through visual arts. As mentioned earlier in this article, as the lecturers do not determine what specifically the creative poster should look like, it would depend on the student’s creativity to determine the visual content that would address the questions they wish to answer.

Another option that could be of interest for students undertaking the Southeast Asian studies course in their IR programs is the issue of the South China Sea. The South China Sea has been a source of contestation among claimant states, which includes China, Vietnam, the Philippines, Brunei Darussalam, and Malaysia ( Fravel, 2011; Li, 2017; Yahuda, 2013). However, it has also affected the intensity of conflict management efforts in the body of ASEAN, as they have struggled for decades to manage tensions at sea ( Odgaard, 2003; Parameswaran, 2016; Storey, 2018). As a topic for students to explore in their creative posters, the specific sub-themes that can be addressed include measures for ASEAN to increase their chances of managing the tensions, the national interests at stake for Southeast Asian states, the history of the tensions, or how individual Southeast Asian states have responded to the crisis. As the creative poster outlines the importance of visualization, the group of students displaying the South China Sea, including the different claims held among the claimant states, provides a better picturization for the students working on the topic being presented. Students can choose various items, including textual summaries, images, dialogues, explanatory tables, etc.

Another security concern in the Southeast Asian region that tends to be covered in IR programs is the presence of non-traditional security threats. These include issues of terrorism, illegal fishing, human trafficking, drug trafficking, and environmental damage ( Caballero-Anthony, 2018). Within the Southeast Asian region, all of those cases mentioned are prominent cases that have been difficult for Southeast Asian states to counter. In this, students can explore different options of sub-themes, including addressing the concerns of the non-traditional security threats faced by other Southeast Asian states, the regional approaches undertaken (including failure or success of the approaches), and how different cultural contexts respond to the emerging challenges. While researching these topics, students can benefit from investigating different state systems in Southeast Asia, including the divergences of governmental stakeholders involved in addressing a crisis. Non-traditional security threats have existed in the region for decades, and a creative poster pushes students to conclude those dynamics in a few strips without losing accuracy in the actual data.

Lastly, students can explore the topic of great power rivalries and the exertion of influence in the region. Indeed, this is one of the topic flashpoints when it comes to Southeast Asian studies within IR, considering the rise of China and the increase of the US’s presence in Asia ( Goh, 2016; Kuik, 2022). As a result, academics within the IR discipline have introduced some complex theories and concepts to make sense of such developments, which could be challenging to teach to undergraduate students. To solve this, creative posters can address the hedging issue, for example, by looking into a country’s favorable foreign policies targeted towards multiple great powers in the region. Or, students can opt to choose a sub-theme that focuses on seeing the development and reach of China’s Belt Road Initiative (BRI), which has significantly affected the politics of the smaller nations of Southeast Asia, such as Laos and Cambodia ( Kuik, 2021; Mit, 2024). This topic is interesting, as it helps students grasp complex IR concepts relevant to Southeast Asian studies and use their creative thinking to re-explain those dynamics in simple visuals and terms.

Besides those topics, other options could be explored. They include human rights issues in Southeast Asia, environmental challenges in the region, emerging and challenging Southeast Asian norms, democracy, etc. The given examples in this discussion simply act as a guideline and ways in which the big topics can be cut into small sub-themes so that students can focus their work and dig deep into the research process for their creative posters. With the diversities of dynamics in the Southeast Asian region, creative posters give an innovative platform for students to explore their curiosity and enhance their skills to simplify complex concepts and dynamics into visuals understandable for their peers.

These creative posters are expected to be presented to other students later. For lecturers, how creative posters are presented can take two forms. First, groups present their poster in front of the lecturer, and second, students move to one group and the other, giving opportunities for different members to explain how their version of the creative poster. This article favors the latter. By providing a chance to see different creative posters closely, students benefit from learning something new through a simplified manner in the form of visually information-dense posters. By facilitating different students, a group member could also enhance their interpersonal skills by making small talks on their poster and addressing questions that may arise from other groups. As mentioned earlier in this article, the key to IR teaching is to ensure that IR graduates are equipped with the required skills to prevail in their respective workforce. Negotiation, interpersonal skills, confidence, speaking, and research are all essential skills that the creative poster method enhances throughout the process of constructing the poster and during its presentation. As a study mentioned in 2021, “The use of images generates interest and greater awareness in the reader” ( Campillo et al., 2021).

The methods proposed in this study are aligned with the two conceptions of student-centered learning. On the first level, which is the use of Problem-Based Learning, this can be seen with the election of themes that the students would eventually explore. Although there should be an option to uncover elements of history and systems, the themes that can be elected should range around a particular problem that is being set. Doing so would enhance the students’ creativity in exploring different options for solutions and develop their critical thinking skills in proposing the most feasible solution when it comes to a given crisis. Potential themes for the creative posters include the South China Sea, great power influences in the region, the evolution of regional norms, and the issue of non-traditional security threats, which are all recurring issues that policymakers have not resolved. By electing those problems as themes, students can place themselves in the position of policymakers and discuss with their teams outcomes that are visually possible to display to the class.

Second, it is also important to perceive this suggestion of using creative posters within a continuum between teacher and student-centered learning. First, this does not mean that the teaching of Southeast Asian studies needs to adopt one form or another. As shown in this study, lecturers are still expected to undertake a leading role in the learning process in the first several weeks of the class to provide the fundamental guidelines for the students to effectively engage in understanding Southeast Asian studies. However, the student-centered learning continuum is highlighted in this case, as it provides some distinct benefits that are rare to see within the traditional teaching method of IR classes. This includes how student-centered learning, which in this case is through creative posters, leads to a higher level of student choice, active participation of students, and the power of learning in the hands of the students. As seen with the guidelines of this study, students have the right to select a theme that suits their team’s preferences. As the questions are primarily a problem that they need to address, the team members engage in the process of learning with one another, actively undergoing research and weighing different solution options. Visualizing the results of their research and discussion is also something that needs to be negotiated among the team members without the involvement of the lecturers.

Therefore, using creative posters in IR classes leads to effectiveness. As studies on student-centered learning have shown, there are distinct benefits to adopting such a method within the class. Studies have shown that the approach is effective as it builds a greater understanding of the students, increases participation, and boosts confidence ( Hall & Saunders, 1996; Lea et al., 2003; Lonka & Ahola, 1995). These benefits form a great foundation of advantages for the development of skills needed by IR graduates. Demanded to fit in the skill descriptions of a diplomat, the use of creative posters as student-centered learning allows students greater control over the learning process, which enhances skills, including research, negotiation, teamwork, visual presentation, and oral communication.

 5. Conclusion

What is the best approach to teaching IR subjects in undergraduate studies programs? In IR teaching, the problem lies not only within the substantive coverage as proposed in the ‘new thinking’ of IR but also in how the study is taught. Looking into the case study of teaching Southeast Asian studies, this study perceives that more unique and creative methods are needed in order to equip IR graduates with the required skills to undertake the skills-demanding workforce of the status quo. In doing so, one needs to evaluate to what extent existing methods have been consistent with the development of negotiation, creative, research, and independent learning skills, which would be beneficial skills to be equipped with once graduated.

In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly to the hands of the students. In the case of the subject of Southeast Asian studies, multiple themes can be explored. They include the question of outcome in the South China Sea, managing tensions amid non-traditional security crimes, responding to regional environmental degradations, countering the exertion of great power influences in the region, etc. With creative posters, the method proposed is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters themselves do not have a fixed structure; therefore, it would depend on the team members’ creativity to decide what features to include within the poster, considering that the aim is to address the question problem elected. This study perceives that such a method ignites creative thinking, which would elevate the skills expected as an IR graduate in the future.

Two conceptions of student-centered learning are connected to enhance the argument shown in this study. First, the creative poster should adopt a Problem-Based Learning concept when it comes to the election of themes explored in the creative poster. Take, for example, if students are interested in visualizing solutions to the South China Sea. Doing so would put students in the position of Southeast Asian foreign policymakers, aiming to find common ground around different conflicting national interests of Southeast Asian states against China. As studies in the student-centered learning discourse have seen, with Problem-Based Learning, there is greater independence given to the students throughout the learning process.

Equally impactful is student-centered learning’s conception of teacher-centered learning and student-centered learning constituting a continuum. In this perception, rather than seeing the option as black and white, the focus of the discourse is knowing at what phase the lecturers or the students should dominate the learning process. As in the case of Southeast Asian studies, there is an acknowledgment that a teacher-centered learning method is required in the early weeks of the class to provide background information on the topics that students can elect for their creative posters. However, at a later phase of the course, the expectation is that a student-centered learning continuum would take over, considering its benefits in enhancing student participation in the learning process by electing a theme that would ignite their creativity.

 Data availability statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.

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China. 2013;22(81):446–459. 10.1080/10670564.2012.748964 Zha W : Great power rivalry and the agency of secondary states: a study based on China’s relations with Southeast Asian countries. International Relations of the Asia-Pacific. 2022;22(1):131–161. 10.1093/IRAP/LCAA018 10.5256/f1000research.196937.r469966 Reviewer response for version 1 Yeen-Ju Heidi Tan 1 Referee https://orcid.org/0000-0002-8351-4917 Multimedia University, Cyberjaya, Malaysia

Competing interests: No competing interests were disclosed.

 23 4 2026 Copyright: © 2026 Yeen-Ju HT 2026 This is an open access peer review report distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. recommendation approve-with-reservations

This paper sought to explore the potential benefits of adopting a creative pedagogical approach in IR classes that focus on Southeast Asian studies through the use of creative posters.

The motivation behind the study is clearly stated, there is a need to rethink the way IR is taught, particularly in a Southeast Asian context. And the approach posited by the author is via creative posters situated within a student-centered learning environment. However, the citations throughout the paper ought to be updated with more current literature as only roughly 20% of the citations are within the last 5 years. 

The study is described by the author as an explanatory study however the paper does not present any empirical evidence nor systematic reviews to support their assertions that "...using creative posters in IR classes leads to effectiveness." The paper instead reads like a conceptual paper, with no clear methodology provided. Perhaps a conceptual framework of the PBL Creative Poster learning environment can be proposed as an outcome of the literature review, to visualize how the author intends to change the way IR classes are taught.

Discussions in the paper lack critical analysis and feel biased towards the proposed pedagogical approach. A more balanced analysis that looks at both the benefits and potential limitations of PBL creative posters would offer a more nuanced and valuable discussion.

There is no clear conclusion in this study. No results are provided to support any of the claims. The author claims creative posters are a method that can ignite creative thinking which would elevate the skills expected of IR graduates in the future. No data or evidence is provided to support this. If the author would like to encourage other educators in the field to explore this method of teaching and learning, stronger evidence needs to be provided to show proof of learning outcomes.

Is the work clearly and accurately presented and does it cite the current literature?

Partly

If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable

Are all the source data underlying the results available to ensure full reproducibility?

No source data required

Is the study design appropriate and is the work technically sound?

Partly

Are the conclusions drawn adequately supported by the results?

No

Are sufficient details of methods and analysis provided to allow replication by others?

No

Reviewer Expertise:

Education technology, Creative Multimedia in Education

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

putra bama andika University of Bristol School of Sociology Politics and International Studies, Bristol, England, UK

Competing interests: I declare no competing interests.

 28 4 2026

Comment 1 : However, the citations throughout the paper ought to be updated with more current literature as only roughly 20% of the citations are within the last 5 years. 

Response : Unfortunately, there is not much literature out there that examines the inquiries made in this study: 1) signature pedagogies in international relations studies, 2) teaching of Southeast Asian studies, and 3) posters in international relations studies. Therefore, rather than including irrelevant literature, I have opted to keep the reference list as is, considering their relevance to the discussions. 

Comment 2 : The study is described by the author as an explanatory study however the paper does not present any empirical evidence nor systematic reviews to support their assertions that "...using creative posters in IR classes leads to effectiveness." The paper instead reads like a conceptual paper, with no clear methodology provided. Perhaps a conceptual framework of the PBL Creative Poster learning environment can be proposed as an outcome of the literature review, to visualize how the author intends to change the way IR classes are taught.

Response : I agree that the problem here is the term ‘explanatory research’ used in the abstract and the introduction section. After considering the views of Reviewer 1, 2, and 3, I have decided to change the form of the research as an exploratory teaching note study. Therefore, yes, as you suggested, it does take more of a conceptual form aiming to make relevant a certain method that has been less used within the discourse of Southeast Asian studies’ teaching. By doing so, it acknowledges that the model proposed here is a new phenomenon, and the aim of the study is to assess its applicability for adoption. Exploratory research also acknowledges that the study is at an early stage, therefore, the intentions are to generate new insights and identify certain patterns to develop new assumptions, theories, or conceptions. In the case of the article, is to provide instructors new ideas of adopting posters within the teaching and learning process of Southeast Asian studies’ teaching. The revised paragraph (page 3, paragraph 3): 

“Against this backdrop, this exploratory teaching note study examines the prospects and benefits of adopting a creative pedagogy in Southeast Asian studies courses through creative posters. As a method, the exploratory study utilized here allows for an investigation that generates new insights, identifies patterns, and develops new claims about the suitability of the proposed pedagogy. Scholars have noted that the use of innovative methods such as posters, simulations, and policy briefs can be beneficial for students, as it requires them to place value on what practitioners are doing (Calder, 2006). A large portion of the Southeast Asian regional politics study is also future-oriented, in which students are expected to analyze past events and provide recommendations for resolving a particular tension arising in the region. Several examples in the case of Southeast Asian studies are the South China Sea conflict, border tensions (land and sea) among Southeast Asian states, regional solidarity in the Association of Southeast Asian Nations (ASEAN), regional norms, and responses to great power influences ( Edwards & Bradford, 2023; FAO, 2017; Johnson et al., 2021). Therefore, the course could benefit from students' greater creativity, with their opinions given greater prominence in the teaching and learning process. As past studies have noted, creative pedagogical methods foster the idea that no correct answers exist, emphasize the importance of collaborative work, counter classroom stagnation, and encourage the exploration of topics that excite students (Alencar et al., 2016; Clausen, 2021).”

Furthermore, I have added the term ‘teaching note’ to complement the changes on the explanatory research term used in the first version. By reframing the article as a conceptual teaching paper with no new data, I identify it as a pedagogical framework that acknowledges the limitations of its arguments. 

Comment 3 : Discussions in the paper lack critical analysis and feel biased towards the proposed pedagogical approach. A more balanced analysis that looks at both the benefits and potential limitations of PBL creative posters would offer a more nuanced and valuable discussion.

Response: In the revised article, I emphasize several limitations that are distributed across different sections. The first examines the limitations of the SCL, in which the outcome is still determined by the teaching methods and assessments used. Second, I highlight the limitations of the exploratory teaching note model proposed in this study, which could lead to oversimplifications: 

1.    Point 1: Limitations of the outcome of student-centered learning:

Page 5, last paragraph: “Student-centered learning has been understood differently. Nevertheless, Brandes and Ginnis’ guide provides some essential basics to consider when lecturers plan to adopt this in their classes. They include ( Brandes & Ginnis, 1986), students are responsible for their learning, active involvement of students in learning, an equal relationship between teachers and students, teachers shift their roles becoming facilitators, and the flow of affective and cognitive domains in conjunction. In cognitive theories, studies have argued for the significance of this form of learning, as it leads to learning activities that are “computed in the head” (O’Neil & McMahon, 2005, p. 32), allowing for a deeper understanding of the topic (Cobb, 1999). However, it is important to note that the same studies also acknowledge that knowledge gains varied and depended on the assessments and implementation of the teaching methods. ”

2.    Point 2: Limitations on the exploratory method used for this study: acknowledging potential of oversimplifications

“In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly into the hands of the students. In Southeast Asian studies, multiple themes can be explored. They include questions of outcomes in the South China Sea, managing tensions amid non-traditional security threats, responding to regional environmental degradation, countering the exertion of great-power influence in the region, etc. Using creative posters, the proposed method is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters do not have a fixed structure; therefore, it is up to the team members to decide which features to include, given that the aim is to address the selected problem. This study finds that such a method can ignite creative thinking, which may elevate the skills expected of an IR graduate in the future. Nevertheless, as an exploratory teaching note, this study acknowledges the limitations of oversimplification that may arise and therefore urges instructors to weigh the pros and cons of the proposed methods before implementation in classrooms.”

Comment 4 : There is no clear conclusion in this study. No results are provided to support any of the claims. The author claims creative posters are a method that can ignite creative thinking which would elevate the skills expected of IR graduates in the future. No data or evidence is provided to support this. If the author would like to encourage other educators in the field to explore this method of teaching and learning, stronger evidence needs to be provided to show proof of learning outcomes.

Response : I have reframed the study as a conceptual teaching/practice paper that does not generate new data. As a teaching note, it also acknowledges the limitations of the study in the conclusion section, which explains the risks of oversimplification due to the form of study made. Furthermore, this form of study has been undertaken in the past in a number of studies:  

1.    Carniel, Emerson, Gehrmann’s 2024 article: “Inquiry-based learning as an adaptive signature pedagogy in international relations”

2.    Articles adopting Shulman’s ‘signature pedagogies’ conception to bringabout the relevance of a certain teaching and learning method to be prioritized within a study’s classrooms.

In those studies, no new data were generated. Rather, they focus on exploring the potential of adopting a certain method into the classroom, citing within their discussions the current curriculum, and how a new method would be adopted (including the pro and contra arguments of imposing the new model).

The revisions in the conclusion (second paragraph of the conclusion section): “In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly into the hands of the students. In Southeast Asian studies, multiple themes can be explored. They include questions of outcomes in the South China Sea, managing tensions amid non-traditional security threats, responding to regional environmental degradation, countering the exertion of great-power influence in the region, etc. Using creative posters, the proposed method is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters do not have a fixed structure; therefore, it is up to the team members to decide which features to include, given that the aim is to address the selected problem. This study finds that such a method can ignite creative thinking, which may elevate the skills expected of an IR graduate in the future. Nevertheless, as an exploratory teaching note, this study acknowledges the limitations of oversimplification that may arise and therefore urges instructors to weigh the pros and cons of the proposed methods before implementation in classrooms.”

 10.5256/f1000research.196937.r469961 Reviewer response for version 1 Intarti Yuni 1 Referee https://orcid.org/0000-0003-4454-0562 Universitas Indonesia, Depok, West Java, Indonesia

Competing interests: No competing interests were disclosed.

 15 4 2026 Copyright: © 2026 Intarti Y 2026 This is an open access peer review report distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. recommendation approve-with-reservations

Work clarity, accuracy, and currency of citation: 

Answer: Partly. Must-address. 

Strengths: 

The paper effectively frames the problem by addressing the complexity of regional international relations (IRs), the importance of student agency, and the interest in innovative teaching methods, thereby forming a coherent conceptual argument (pp. 3–5). 

Major weaknesses and fixes: 

The paper makes claims regarding its effectiveness without presenting supporting results. The abstract and discussion employ language suggesting causal effects, such as ‘allows students to grasp,’ ‘leads to effectiveness,’ and ‘enhances skills,’ yet there is no evidence of learning outcomes provided. This should be revised to use conditional language, such as ‘may,’ ‘could,’ or ‘is hypothesized to,’ unless outcome data are included (pp. 1, 7–9). The significance of this issue is underscored by the fact that even syntheses supporting active learning or problem-based learning (PBL) do not justify an unqualified claim about this specific poster intervention in this disciplinary context. For example, PBL meta-analyses show strong positive effects on skills, but knowledge gains can vary and depend on assessment type and implementation. The manuscript lacks essential ‘current literature’ references. If it argues for pedagogical effectiveness, it should cite major syntheses that establish baseline expectations and boundary conditions: - Active learning meta-analysis evidence, primarily in STEM, which still serves as an empirical anchor for ‘lecture vs. active approaches.’  (refer to reference no. 1). - Systematic review evidence cautioning that learner-centered reforms often lack objective outcome evaluation and require more rigorous designs. 

Citation integrity issue (critical): 

The paper cites “Varghese et al., 2017” to support a list of IRs graduate employability skills. However, the referenced article, based on its title, journal, year, and pages, pertains to stigma and discrimination among caregivers of people with schizophrenia in India, not IRs graduate skill requirements. This represents a significant scholarly accuracy problem that must be corrected.

Study Design and Technical Soundness Response: Partially. Must-Address

Core Issue:

The manuscript is characterized as a 'study,' yet it lacks the structural elements typical of an empirical study (e.g., participants, measures, procedures, analysis), a systematic review (e.g., search strategy, inclusion criteria), or design-based research/action research (e.g., iterative cycles, evaluation) (pp. 1, 9). To enhance its technical soundness, the author should adopt one of two coherent approaches: 

1. Reframe as a Conceptual Teaching/Practice Paper (No New Data). Clearly identify the manuscript as a pedagogical framework or teaching note, and limit conclusions to those supported by a reasoned proposal grounded in literature and disciplinary needs. Include a 'Limitations and Risks' section addressing potential issues such as oversimplification, inequity, grading validity, group free-riding, and misinformation risks in geopolitics. This aligns with evidence suggesting that learner-centered approaches are often positively perceived but lack objective evaluation.

2. Upgrade to an Evaluated Intervention Study (recommended if maintaining effectiveness framing). Implement the poster intervention within a defined course context and report outcomes using transparent methods and, where feasible, open materials and data.

Replicability of methods and analysis

Answer: No (in current form). Must-address.

As a guideline paper, it currently lacks sufficient detail for other instructors to replicate the intervention consistently. Literature on poster-based assessment typically emphasizes the importance of clear poster standards, assessment criteria, and student preparation.

The manuscript should include at least the following for minimum replicability:

1) Course context: details such as class size, year level, mode of delivery (in-person/hybrid), duration in weeks, student demographics, language of instruction, institutional limitations, etc.

2) Operationalized learning outcomes: clarification of what ‘understanding Southeast Asian geopolitical dynamics’ entails in terms of assessment (e.g., accurate identification of actors, causal reasoning, evidence evaluation, competing narratives, policy trade-offs, etc.).

3) Assignment specification: constraints on poster format, required sections (claim, evidence, counterargument, uncertainties), source requirements (minimum primary/authoritative), and allowed tools.

4) Assessment rubric + reliability: criteria should prioritize argument quality and evidence use over design aesthetics; include a plan for marker calibration and rules for peer assessment. Poster-assessment guidance often suggests explicit criteria and student examples.

5) Facilitation and reflection mechanism: effective problem-based learning necessitates structured facilitation and reflection; PBL research highlights the facilitator’s role and notes that adapting to typical classroom sizes requires design modifications.

Statistical Analysis: Not applicable. The manuscript does not include any quantitative analysis (p. 9).

Source Data Availability and Reproducibility: No source data is required, as stated; however, the implications must be addressed. The paper asserts that data sharing is not pertinent because no new data were generated or analyzed (p. 9). This is acceptable only if the paper is presented as conceptual or propositional. Should the author wish to substantiate claims of "effectiveness," outcome data are necessary and should be shared in accordance with open research standards, anonymized if required.

Conclusions Supported by Results: No. This must be addressed. There are no results provided, rendering conclusions regarding enhanced understanding and skill development unsupported in the evidentiary sense. This aligns with broader cautions: Problem-Based Learning (PBL) often yields reliable skill gains but mixed knowledge effects, and learner-centered reforms frequently lack objective evidence of effectiveness when implemented in practice.

Essential items to address for ensuring the manuscript's scientific validity:

1) Rectify citation mistakes and verify the relevance of references, including the incorrect citation related to schizophrenia caregiver stigma used for IRs employability skills.

2) Ensure claims are supported by evidence: eliminate or modify claims of effectiveness unless empirical evaluation data is included.

3) Incorporate a replicable intervention protocol, detailing learning outcomes, assignment guidelines, sourcing rules, rubric, facilitation/reflection plan, presentation format, and steps for ensuring grading reliability.

4) Include a section on limitations and risks, addressing issues such as oversimplification, bias towards design skills, group free-riding, sourcing errors, and equity/accessibility constraints.

5) Carefully fact-check and define the scope of geopolitical assertions, such as the completeness of South China Sea claimants, and specify definitions where necessary.

Is the work clearly and accurately presented and does it cite the current literature?

Partly

If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable

Are all the source data underlying the results available to ensure full reproducibility?

No source data required

Is the study design appropriate and is the work technically sound?

Partly

Are the conclusions drawn adequately supported by the results?

No

Are sufficient details of methods and analysis provided to allow replication by others?

No

Reviewer Expertise:

international political economy, ASEAN, international institution, regionalism, ASEAN-European Union relations

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

References : Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences .2014;111(23) : 10.1073/pnas.1319030111 8410-8415 10.1073/pnas.1319030111 putra bama andika University of Bristol School of Sociology Politics and International Studies, Bristol, England, UK

Competing interests: I declare no competing interests.

 28 4 2026

Comment 1 : The paper makes claims regarding its effectiveness without presenting supporting results. The abstract and discussion employ language suggesting causal effects, such as ‘allows students to grasp,’ ‘leads to effectiveness,’ and ‘enhances skills,’ yet there is no evidence of learning outcomes provided. This should be revised to use conditional language, such as ‘may,’ ‘could,’ or ‘is hypothesized to,’ unless outcome data are included (pp. 1, 7–9). 

Response : I agree, and have revised the terms that explain that the proposed method leads to certain skills to be adopted (becoming may, potentially, or hypothesized to). The main changes are in the last two paragraphs of Section 4 (pp.9-10): “Second, it is also important to view this suggestion for using creative posters within a continuum between teacher- and student-centered learning. First, this does not mean that the teaching of Southeast Asian studies needs to adopt a single form. As shown in this study, lecturers are still expected to take a leading role in the learning process during the first several weeks of the class to provide fundamental guidelines for students to effectively engage in understanding Southeast Asian studies. However, the student-centered learning continuum is highlighted in this case, as it is hypothesized to offer distinct benefits that are rare in the traditional teaching method of IR classes. This includes how student-centered learning, in this case through creative posters, could lead to greater student choice, active student participation, and the power of learning in students' hands. As outlined in the study's guidelines, students have the right to select a theme that suits their team’s preferences. As the questions are primarily problems to be addressed, the team members engage in learning with one another, actively conducting research and weighing different solution options. Visualizing the results of their research and discussion is also something that needs to be negotiated among the team members without the involvement of the lecturers.

Therefore, using creative posters in IR classes may lead to effectiveness. As studies on student-centered learning have shown, there are distinct benefits to adopting this approach in the classroom. Studies have shown that the approach is effective, as it builds a greater understanding of students, increases participation, and boosts confidence (; Lea et al., 2003; Lonka & Ahola, 1995). These benefits provide a strong foundation for the skills needed by IR graduates. To fit the skill descriptions of a diplomat, the use of creative posters as student-centered learning may allow students greater control over the learning process, potentially enhancing skills such as research, negotiation, teamwork, visual presentation, and oral communciation”

Comment 2 : The significance of this issue is underscored by the fact that even syntheses supporting active learning or problem-based learning (PBL) do not justify an unqualified claim about this specific poster intervention in this disciplinary context. For example, PBL meta-analyses show strong positive effects on skills, but knowledge gains can vary and depend on assessment type and implementation. 

Response : I agree with this statement. In the analytical framework (section 3), I revise the last paragraph of page 5 to explain that the outcome of student-centered learning would still depend on the implementation and assessment type offered to students, as also argued in the cited literatures. 

Comment 3 : Citation integrity issue (critical):  The paper cites “Varghese et al., 2017” to support a list of IRs graduate employability skills. However, the referenced article, based on its title, journal, year, and pages, pertains to stigma and discrimination among caregivers of people with schizophrenia in India, not IRs graduate skill requirements. This represents a significant scholarly accuracy problem that must be corrected.

Response : Apologies for the reference mix-up. I confirm that the reference (Varghese et al.) is not suitable for citing the paragraph and explanations on IR graduate employability skills.

Comment 4: The manuscript is characterized as a 'study,' yet it lacks the structural elements typical of an empirical study (e.g., participants, measures, procedures, analysis), a systematic review (e.g., search strategy, inclusion criteria), or design-based research/action research (e.g., iterative cycles, evaluation) (pp. 1, 9). To enhance its technical soundness, the author should adopt one of two coherent approaches: 

1. Reframe as a Conceptual Teaching/Practice Paper (No New Data). Clearly identify the manuscript as a pedagogical framework or teaching note, and limit conclusions to those supported by a reasoned proposal grounded in literature and disciplinary needs. Include a 'Limitations and Risks' section addressing potential issues such as oversimplification, inequity, grading validity, group free-riding, and misinformation risks in geopolitics. This aligns with evidence suggesting that learner-centered approaches are often positively perceived but lack objective evaluation.

2. Upgrade to an Evaluated Intervention Study (recommended if maintaining effectiveness framing). Implement the poster intervention within a defined course context and report outcomes using transparent methods and, where feasible, open materials and data.

Response 1 : I have revised the reseach model to an exploratory teaching note. As suggested by another reviewer, the previous ‘explanatory’ research seem to not fit the context offered in the study. By changing it to exploratory research, it acknowledges that the model proposed here is a new phenomenan, and the aim of the study is to assess its applicability to be adopted. Exploratory research also acknowledges that the study is at an early stage, therefore, the intentions are to generate new insights and identify certain patterns to develop new assumptions, theories, or conceptions. The addition of the ‘teaching note’ term also emphasizes that this study is a conceptual teaching paper, rather than one that is taking in the form of an evaluated intervention study. Thank you for this suggestion! The revisions can be located in the abstract, and the third paragraph of page 3: “Against this backdrop, this exploratory teaching note study examines the prospects and benefits of adopting a creative pedagogy in Southeast Asian studies courses through creative posters. As a method, the exploratory study utilized here allows for an investigation that generates new insights, identifies patterns, and develops new claims about the suitability of the proposed pedagogy. Scholars have noted that the use of innovative methods such as posters, simulations, and policy briefs can be beneficial for students, as it requires them to place value on what practitioners are doing (Calder, 2006). A large portion of the Southeast Asian regional politics study is also future-oriented, in which students are expected to analyze past events and provide recommendations for resolving a particular tension arising in the region. Several examples in the case of Southeast Asian studies are the South China Sea conflict, border tensions (land and sea) among Southeast Asian states, regional solidarity in the Association of Southeast Asian Nations (ASEAN), regional norms, and responses to great power influences ( Edwards & Bradford, 2023; FAO, 2017; Johnson et al., 2021). Therefore, the course could benefit from students' greater creativity, with their opinions given greater prominence in the teaching and learning process. As past studies have noted, creative pedagogical methods foster the idea that no correct answers exist, emphasize the importance of collaborative work, counter classroom stagnation, and encourage the exploration of topics that excite students (Alencar et al., 2016; Clausen, 2021).”

Response 2 : I have revised the second paragraph of the conclusion section to explain the study's limitations and the need for instructors to proceed with caution to avoid oversimplifying the proposed method. The revised paragraph: “In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly into the hands of the students. In Southeast Asian studies, multiple themes can be explored. They include questions of outcomes in the South China Sea, managing tensions amid non-traditional security threats, responding to regional environmental degradation, countering the exertion of great-power influence in the region, etc. Using creative posters, the proposed method is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters do not have a fixed structure; therefore, it is up to team members to decide which features to include, given the aim of addressing the selected problem. This study finds that such a method can ignite creative thinking, which may elevate the skills expected of an IR graduate in the future. Nevertheless, as an exploratory teaching note, this study acknowledges the limitations of oversimplification that may arise and therefore urges instructors to weigh the pros and cons of the proposed methods before implementation in classrooms.”

Comment 5 : Replicability of methods and analysis. As a guideline paper, it currently lacks sufficient detail for other instructors to replicate the intervention consistently. Literature on poster-based assessment typically emphasizes the importance of clear poster standards, assessment criteria, and student preparation.

Response: Most of the points mentioned by Reviewer 2 have already been incorporated into the article. Besides the revisions on the delivery of the argument, I have added to points located in two different paragraphs to add to the recommended points 4 and 5:

1.    Point 4: Paragraph 3, page 9: “These creative posters are expected to be presented to other students later. For lecturers, how creative posters are presented can take two forms. First, groups present their posters to the lecturer; second, students move from one group to another, giving each member the opportunity to explain their version of the creative poster. This article favors the latter. By providing a chance to see different creative posters up close, students benefit from learning something new in a simplified, visually information-dense format. By facilitating different students, a group member could also potentially enhance their interpersonal skills by making small talks on their poster and addressing questions that may arise from other groups. As mentioned earlier in this article, the key to IR teaching is to ensure that IR graduates are equipped with the skills to succeed in their respective workforces. Negotiation, interpersonal skills, confidence, speaking, and research are all essential skills that the creative poster method enhances throughout the poster's construction and during its presentation. As a study mentioned in 2021, “The use of images generates interest and greater awareness in the reader” ( Campillo et al., 2021). Assessments of the presented posters can be made by evaluating their content, delivery, use of references, and image creativity.”

: this addresses the point of assessment

2.    Point 5: Last paragraph, page 9: “Second, it is also important to view this suggestion for using creative posters within a continuum between teacher- and student-centered learning. First, this does not mean that the teaching of Southeast Asian studies needs to adopt a single form. As shown in this study, lecturers are still expected to take a leading role in the learning process during the first several weeks of the class to provide fundamental guidelines for students to effectively engage in understanding Southeast Asian studies. However, the student-centered learning continuum is highlighted in this case, as it is hypothesized to offer distinct benefits that are rare in the traditional teaching method of IR classes. This includes how student-centered learning, in this case through creative posters, could lead to greater student choice, active student participation, and the power of learning in students' hands. As outlined in the study's guidelines, students have the right to select a theme that suits their team’s preferences. As the questions are primarily problems they need to address, the team members engage in learning with one another, actively conducting research and weighing different solution options. Visualizing the results of their research and discussion is also something that needs to be negotiated among the team members without the involvement of the lecturers. However, the role of the instructors to reflect back on the methods used is important, taking note of issues that could be enhanced in the future adoption of similar methods.”

This addresses point 5 on reflections facilitated by the instructors.

Meanwhile, for the other recommendations, I have made it clear within the text that I do not wish to force a specific system upon. Therefore, the article focuses on several themes that can be used to explore sub-themes related to Southeast Asian studies. I acknowledge that the teaching of Southeast Asian studies varies across study programs, and therefore, the focus is on recommendations for themes.  

Comment 6 : Statistical Analysis: Not applicable. The manuscript does not include any quantitative analysis (p. 9). Source Data Availability and Reproducibility: No source data is required, as stated; however, the implications must be addressed. The paper asserts that data sharing is not pertinent because no new data were generated or analyzed (p. 9). This is acceptable only if the paper is presented as conceptual or propositional. Should the author wish to substantiate claims of "effectiveness," outcome data are necessary and should be shared in accordance with open research standards, anonymized if required.

Response : As explained in the previous responses, I have changed the research term to define this study as an exploratory teaching note. Therefore, the evaluation of potentially incorporating posters into the study of Southeast Asian studies focuses on the potential benefits that students may attain, rather than explaining that it directly does so. Similar to other studies that take on a similar approach, such as Harris (2026), Kinnear, Bowman (2024), this study does not generate new data and focuses on the arguments of how to adopt posters in classrooms

Comment 7 : Conclusions Supported by Results: No. This must be addressed. There are no results provided, rendering conclusions regarding enhanced understanding and skill development unsupported in the evidentiary sense. This aligns with broader cautions: Problem-Based Learning (PBL) often yields reliable skill gains but mixed knowledge effects, and learner-centered reforms frequently lack objective evidence of effectiveness when implemented in practice.

Response : I have revised paragraph 2 of the conclusion section to highlight that the implications are potential, considering that this is an exploratory teaching note study: “In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly into the hands of the students. In Southeast Asian studies, multiple themes can be explored. They include questions of outcomes in the South China Sea, managing tensions amid non-traditional security threats, responding to regional environmental degradation, countering the exertion of great-power influence in the region, etc. Using creative posters, the proposed method is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters do not have a fixed structure; therefore, it is up to the team members to decide which features to include, given that the aim is to address the selected problem. This study finds that such a method can ignite creative thinking, which may elevate the skills expected of an IR graduate in the future”

 10.5256/f1000research.196937.r469962 Reviewer response for version 1 Juned Mansur 1 Referee https://orcid.org/0000-0002-0386-7676 Universitas Pembangunan Nasional Veteran Jakarta, Jakarta, Special Capital Region of Jakarta, Indonesia

Competing interests: No competing interests were disclosed.

 15 4 2026 Copyright: © 2026 Juned M 2026 This is an open access peer review report distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. recommendation reject

This manuscript addresses a highly relevant pedagogical challenge within International Relations (IR): how to move past traditional pedagogy to equip students with practical skills such as negotiation, communication, and complex problem-solving. Focusing on Southeast Asian studies is a strong contextual choice, given the region's complex dynamics, such as the South China Sea disputes, ASEAN's unique institutional mechanisms, and great power rivalries.

However, from an academic standpoint, the manuscript functions more as a theoretical teaching note or pedagogical guideline than as an empirical research article. It proposes an instructional framework that merges student-centered learning, problem-based learning, and creative poster generation, but does not test this framework. Therefore, its value lies in curriculum design rather than producing new, verifiable data on student outcomes.

1. Is the work clearly and accurately presented, and does it cite the current literature?

The manuscript is clearly structured and effectively identifies a core pedagogical gap: IR instruction relies heavily on "traditional one-way teaching,” which does not adequately develop the diverse practical skills (such as negotiation, communication, and teamwork) demanded by the modern workforce. Even though I personally perceive that for a proposed alternative pedagogy, an example of the posters mentioned should be presented, the author accurately cites relevant pedagogical literature, grounding the argument in Shulman's concept of "signature pedagogies" and O'Neill and McMahon's continuum of student-centered learning. The literature effectively contextualizes Southeast Asian geopolitical issues, citing established works on ASEAN's institutional history, the South China Sea disputes, and great power hedging. 

However, as a research article, it failed to provide a clear description of the research background, especially of the proof of obsoletion of the traditional method specific to IR cases in general and/or the context of the Southeast Asia Study, of the actual research objects, research methods used,  and how the operationalization of the research, the data used, and so forth were conducted. As stated earlier, this was more a proposed curriculum design rather than research on how the suitable pedagogy for the contemporary Southeast Asian Study should be based on the actual data. 

2. Is the study design appropriate and is the work technically sound?

The author frames this work as an "explanatory study" exploring the prospects of an alternative teaching approach. As a pedagogical guideline or conceptual framework, the design is appropriate, seamlessly linking problem-based learning with substantive complexities of Southeast Asian geopolitics. This work holds clear academic merit as a teaching resource for higher education practitioners looking to innovate their curricula. However, from a strict social science perspective, it is a theoretical essay rather than empirical research; it lacks a study design meant to measure or test actual student outcomes or any exact population of the IR students as it could be different between higher institutions or if it is based on generalization, which populations of IR students were to be generalized or the secondary data support the needs from the IR students for the new framework.  The manuscript undoubtedly holds academic merit as a theoretical resource for curriculum development, but its design does not meet the standard parameters for scientific research.

3. Are sufficient details of methods and analysis provided to allow replication by others?

From an instructional standpoint, the author provides excellent replicable details for educators wishing to adopt this assignment. The manuscript clearly outlines the steps for implementation, including assigning problem-based themes (e.g., ASEAN systems, non-traditional security threats) and organizing the poster presentations. However, from a scientific standpoint, no research methodology has been provided. Consequently, another researcher could not replicate the study to verify the empirical outcomes, as no initial data-gathering methods were utilized.

4. If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable.

5. Are all the source data underlying the results available to ensure full reproducibility?

No source data required. The manuscript explicitly acknowledges in its "Data availability statement" that "no new data were created or analyzed in this study.” This study relies entirely on existing secondary literature and theoretical applications. However, without a clear research method and primary or secondary data, there are no results to reproduce.

6. Are the conclusions drawn adequately supported by the results?

The author concludes that allowing students to design creative posters will "ignite creative thinking, which would elevate the skills expected of an IR graduate in the future". Because the manuscript does not test this claim against any gathered evidence or student data, this conclusion is a theoretical projection rather than a finding supported by the empirical results. To align with the standards of a research article, the conclusion should be reframed as a hypothesis requiring future empirical validation.

Is the work clearly and accurately presented and does it cite the current literature?

Partly

If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable

Are all the source data underlying the results available to ensure full reproducibility?

No source data required

Is the study design appropriate and is the work technically sound?

No

Are the conclusions drawn adequately supported by the results?

No

Are sufficient details of methods and analysis provided to allow replication by others?

Partly

Reviewer Expertise:

Geopolitics and Geoeconomics

I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above.

putra bama andika University of Bristol School of Sociology Politics and International Studies, Bristol, England, UK

Competing interests: I declare no competing interests.

 28 4 2026

Comments 1 & 2:  1) Is the work clearly and accurately presented, and does it cite the current literature?

However, as a research article, it failed to provide a clear description of the research background, especially of the proof of obsoletion of the traditional method specific to IR cases in general and/or the context of the Southeast Asia Study, of the actual research objects, research methods used,  and how the operationalization of the research, the data used, and so forth were conducted. As stated earlier, this was more a proposed curriculum design rather than research on how the suitable pedagogy for the contemporary Southeast Asian Study should be based on the actual data; 2) Is the study design appropriate and is the work technically sound? From a strict social science perspective, it is a theoretical essay rather than empirical research; it lacks a study design meant to measure or test actual student outcomes or any exact population of the IR students as it could be different between higher institutions or if it is based on generalization, which populations of IR students were to be generalized or the secondary data support the needs from the IR students for the new framework.  

Response 1 : I disagree with the assumptions made by Reviewer 1. Past studies have undertaken a similar research model when introducting a new pedagogical strategy within the study of political sciences/ international relations. Two examples that I would like to bring:

1.    Carniel, Emerson, Gehrmann’s 2024 article: “Inquiry-based learning as an adaptive signature pedagogy in international relations”

2.    Articles adopting Shulman’s ‘signature pedagogies’ conception to bring about the relevance of a certain teaching and learning method to be prioritized within a study’s classrooms.

In those studies, no new data were generated. Rather, they focus on exploring the potential of adopting a certain method in the classroom, citing the current curriculum and how a new method would be implemented (including the pros and cons of adopting the new model). Therefore, to ensure this research meets the criteria set by Reviewer 1, I have changed the article's main research method from ‘main research method’ to ‘exploratory research.’ By doing so, it acknowledges that the model proposed here is a new phenomenon, and the aim of the study is to assess its applicability for adoption. Exploratory research also acknowledges that the study is at an early stage; therefore, the intentions are to generate new insights and identify certain patterns to develop new assumptions, theories, or conceptions. In the case of the article, the goal is to provide instructors with new ideas for adopting posters within the teaching and learning process of Southeast Asian studies. The revised paragraph (page 3, paragraph 3): 

“Against this backdrop, this exploratory teaching note study examines the prospects and benefits of adopting a creative pedagogy in Southeast Asian studies courses through creative posters. As a method, the exploratory study utilized here allows for an investigation that generates new insights, identifies patterns, and develops new claims about the suitability of the proposed pedagogy. Scholars have noted that the use of innovative methods such as posters, simulations, and policy briefs can be beneficial for students, as it requires them to place value on what practitioners are doing (Calder, 2006). A large portion of the Southeast Asian regional politics study is also future-oriented, in which students are expected to analyze past events and provide recommendations for resolving a particular tension arising in the region. Several examples in the case of Southeast Asian studies are the South China Sea conflict, border tensions (land and sea) among Southeast Asian states, regional solidarity in the Association of Southeast Asian Nations (ASEAN), regional norms, and responses to great power influences ( Edwards & Bradford, 2023; FAO, 2017; Johnson et al., 2021). Therefore, the course could benefit from students' greater creativity, with their opinions given greater prominence in the teaching and learning process. As past studies have noted, creative pedagogical methods foster the idea that no correct answers exist, emphasize the importance of collaborative work, counter classroom stagnation, and encourage the exploration of topics that excite students (Alencar et al., 2016; Clausen, 2021).”

Response 2 : Furthermore, I have added the term ‘teaching note’ to complement the changes on the explanatory research term used in the first version. By reframing the article as a conceptual teaching paper with no new data, I identify it as a pedagogical framework that acknowledges the limitations of its arguments. 

Comment 3 & 5 : 3)Are sufficient details of methods and analysis provided to allow replication by others?From an instructional standpoint, the author provides excellent replicable details for educators wishing to adopt this assignment. The manuscript clearly outlines the steps for implementation, including assigning problem-based themes (e.g., ASEAN systems, non-traditional security threats) and organizing the poster presentations. However, from a scientific standpoint, no research methodology has been provided. Consequently, another researcher could not replicate the study to verify the empirical outcomes, as no initial data-gathering methods were utilized; 5) Are all the source data underlying the results available to ensure full reproducibility? Without a clear research method and primary or secondary data, there are no results to reproduce.

Response : On the point that this study does not provide a methodology, I disagree with Reviewer 1’s opinion. As stated in my response to comments 1 and 2, this study explores the potential of incorporating posters into Southeast Asian studies. A similar model has been introduced in a number of articles published in reputable journals:

1.    Harris, 2026: Service learning (https://www.cambridge.org/core/journals/european-political-science/article/abs/expanding-political-sciences-signature-pedagogy-the-case-for-service-learning/A7F2851E783BF1F32A9B1C7638F6FFD5 )

: Harris argues for the potential of adopting service learning within the political sciences discipline, and explains how this can fall within the conception of signature pedagogy (similar to the task made in this study)

2.    Kinnear, Bowman, 2024: Signature pedagogy in public relations (https://www.emerald.com/ccij/article-abstract/29/1/79/1217507/Recognising-a-signature-pedagogy-for-public?redirectedFrom=fulltext )

: Reviews the development of the curriculum of public relations, and identifying what the signature pedagogies are. 

Therefore, I disagree that there is no room for replicability by other authors. From the perspective of instructors, they can easily copy this model if a certain department’s curriculum aims to establish greater student-centered learning methods within the class. And for academics, this could be used as a baseline of introducing signature pedagogies that are alternative to what may be one-way traditional teaching methods that were prioritized. 

Comment 6: Are the conclusions drawn adequately supported by the results? The author concludes that allowing students to design creative posters will "ignite creative thinking, which would elevate the skills expected of an IR graduate in the future". Because the manuscript does not test this claim against any gathered evidence or student data, this conclusion is a theoretical projection rather than a finding supported by the empirical results. To align with the standards of a research article, the conclusion should be reframed as a hypothesis requiring future empirical validation.

Response : I agree with this argument. I have therefore revised the conclusion section to explain that the findings are predictable, meaning possibilities that could occur if instructors decided to implement the recommendations. In the second paragraph of the conclusion section, I also acknowledge the deficiencies of the exploratory teaching note model: “In doing so, this study bridges the importance of creative posters, situated as a student-centered learning that can be used to shift the power of learning predominantly into the hands of the students. In Southeast Asian studies, multiple themes can be explored. They include questions of outcomes in the South China Sea, managing tensions amid non-traditional security threats, responding to regional environmental degradation, countering the exertion of great-power influence in the region, etc. Using creative posters, the proposed method is that students have the right to select, as a group, a topic that suits their team’s preferences. Creative posters do not have a fixed structure; therefore, it is up to team members to decide which features to include, given the aim of addressing the selected problem. This study finds that such a method can ignite creative thinking, which may elevate the skills expected of an IR graduate in the future. Nevertheless, as an exploratory teaching note, this study acknowledges the limitations of oversimplification that may arise and therefore urges instructors to weigh the pros and cons of the proposed methods before implementation in classrooms.”