F1000Research F1000Research 2046-1402 F1000 Research Limited London, UK 10.12688/f1000research.178542.2 Research Article Articles Exploring Creative Pedagogies in Higher Education: Creative Posters and the Quest of Enhancing Students’ Understanding of Southeast Asian Geopolitical Dynamics

[version 2; peer review: 3 approved with reservations]

 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.

 12 5 2026 2026 15 401 4 5 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 exploratory teaching note 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 colud allow 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. Amendments from Version 1

The revisions focuses on several of the comments made by the three reviewers: 1) Clarification of the research model, which has changed from 'explanatory' to 'exploratory teaching note,' allowing the focus of the article to argue on a conceptual basis of the use of posters in the teaching and learning of Southeast Asian studies; 2) Edits throughout the article that focuses on clarifying the pros and cons of the SCL methods, which does not always generate ideal learning outcomes; 3) revisions of the abstract, introduction and conclusion section to better portray that the guidelines provided in the article can constitute probable and possible outcomes, rather than proven.

 1. Introduction

Teaching IR subjects has never been more demanding than it is now. At the level of substantive coverage, the dynamics that have surfaced in world politics have created complexities in international affairs that require a great deal of skill for lecturers to simplify for 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 these complexities, how one teaches IR subjects is a topic that is less explored within academia. There is a general expectation that students who enroll in IR courses express interest in working as diplomats in the future ( Clausen, 2021; Hagmann & Biersteker, 2012). However, graduate profiles in IR tend to be diverse, ranging from policymakers in the government sector to managing non-governmental organizations (NGOs) to working as researchers. Because of the uncertainty around the IR graduate profile, higher education institutions demand that IR graduates be equipped with a long list of skills to ensure all potential employment prospects remain open. These skills include communication, language, teamwork, negotiation, creativity, and cross-cultural understanding ( Alencar et al., 2016; Campillo et al., 2021). 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 students face in their IR courses. At the first level, the focus has been on what is being taught. IR is predominantly Eurocentric scholarship, focusing on 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 examining what norms, histories, and values the Global South can teach us about IR ( Acharya, 2014b; Putra, 2024). A second issue is how the substantive is being taught. One of the signature pedagogies 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 examined the significance of student-centered learning as the basis for creative teaching in the social sciences ( Bhardwaj et al., 2025; Morris et al., 2025; Shah et al., 2024). Redefining the teaching method in classes may allow students to grasp ideas less pressurized, with a higher chance to elevate their long-life learning skills ( O’neill & McMahon, 2005).

The IR subject of this study concerns Southeast Asian studies. Regional dynamics in Southeast Asia are often incorporated into IR programs at 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 students’ active participation in the learning process to maximize the class’s teaching and learning output.

Against this backdrop, this exploratory teaching note study examines the prospects and benefits of adopting a creative pedagogy in Southeast Asian studies courses through the use of 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).

This study argues that adopting creative posters can be one of the pedagogical strategies in IR’s most popular course, 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 an explanation of 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 begins by exploring the idea of new thinking in IR, in which knowledge can be generated from a non-Western perspective, fostering diversity 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 methods in a given academic discipline ( Shulman, 2005). Within IR teaching, it is definitely the traditional one-way teaching that dominates the teacher and the 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 outdated teaching methods inspired many studies in the past to explore creative methods as an alternative IR pedagogy. The aim of adopting more creative teaching modes has been to foster divergent thinking and counter stagnation in the teaching and learning process ( Baer & Garrett, 2010). It is precisely because of such considerations that creative learning has been introduced in many science subjects in higher education institutions, as well as in understanding social change ( 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, to foster collaborative work, and to create a challenging and fun learning environment that ignites 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 of alternative teaching strategies to ignite creativity. In a 2017 study by Ludert and Stewart, they showed that using alternative student-learning activities, such as posters, simulations, debates, and creative presentations, can enhance students’ understanding of the case studies ( Ludert & Stewart, 2017). Similarly, past studies have shown the effectiveness of using games and simulations to enhance familiarity with key concepts in the study of IR, which can be difficult for students to grasp ( Arnold, 2015; Newmann & Twigg, 2000; Simpson & Kaussler, 2009). Another creative method is the graphic novel. Several past studies have assessed the benefits of graphic novels, 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 them to develop a sense of empathy and emotional attachment to topics evaluated in class ( Garrison & Kanuka, 2004; Williams, 2008).

The last discourse related to this study concerns the use of creative posters in classrooms. In the study of IR, few studies have explored the benefits of this approach for students. Studies by Kodabux and Bleiker have assessed how using such a method visually illustrates IR theories and provides a better understanding of world politics through art ( 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 create mind maps and other visual illustrations to better comprehend complex IR concepts and are pushed to situate their ideas within a poster’s diagram. Through posters, students are required 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 examined the significance of this tool by arguing that it develops critical skills by pushing students to make links between different media, images, and texts, structured according to 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 them for the challenges to come.

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 spark creativity and develop the skills required by the workforce for IR graduates. Nevertheless, there is still a lack of clarity regarding the implementation of 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 this article aims to accomplish. 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.

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.

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 decision about whether to center the learning on the teacher or the student is not a black-and-white one. Instead, the focus is on what teacher-centered or student-centered learning will create in relation 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 is mainly in the hands of the students ( O’neill & McMahon, 2005). A continuum that leans slightly more toward student-centered learning benefits IR students, given the expectations for their skills upon graduation. 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 motivation.

The second concept used in this study is the student-centered learning approach in classrooms: Problem-Based Learning. Creative posters can address many aspects of the substantive coverage of Southeast Asian studies. However, to enhance critical thinking, this study proposes that introducing a set of problems or issues could prompt students to undertake more serious independent learning and develop their own learning goals. 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 for creative posters but also for the enhanced responsibility of resolving problems and visualizing solutions, which will require 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 not the intention of this study to establish the following guidelines as the only means to ignite students’ creativity through posters. The term ‘posters’ itself can refer to different forms. Within academia, the most common type of poster is ‘academic posters,’ which are a form of poster that tends 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 topics of those academic posters tend to be advanced and deeply invested in explaining a novelty within their respective fields of study. They situate their solutions through creative displays. However, one thing that can be taken from such a poster is the keyword ‘simplifying.’

Bridging to the study of Southeast Asia, one can examine the potential benefits of creative posters, which aim to simplify 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 Southeast Asia and pinpoint the unique developments in democracy across its different parts. It could point to the success of democracy in Indonesia’s history ( Rosyidin & Kusumawardhana, 2024) and also examine 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 students can use, their 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, national systems, 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, and taken up 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 confronted with the task of understanding global politics, one can use a realist, liberalist, or constructivist paradigm. In Southeast Asian studies, lecturers introducing different analytical approaches would help students understand that whatever route they choose for their creative posters will not be deemed 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 a specific student/group to present a specific creative poster theme, it would be wise for the lecturers to provide a list of options for students to choose from. Doing so allows students’ motivation to remain high, as they would select a topic of interest, which could lead them to engage in independent learning throughout the poster construction process. 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 is typically elected in a later phase of one’s undergraduate studies, igniting creativity within teamwork would help develop the skills required of an IR graduate.

Perhaps the question of what themes students can choose from needs the most attention. Southeast Asian studies programs across universities differ in the specific curriculum taught or in the class outcomes. However, several themes should represent most of the subjects taught. These include the history and system of ASEAN, 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 can be daunting, given the hundreds of forums ASEAN hosts each year ( Acharya, 2015; Haacke, 2003; Leifer, 1996).

Therefore, one topic that students can elect for their creative posters is centered on the theme of ASEAN as a regional organization, its systems, decision-making process, and perhaps, how it compares with other regional intergovernmental organizations such as the European Union (EU) and the African Union (to name a few). Such a topic demands that a group delve deep into understanding how ASEAN works, the unique norms it upholds (non-interference, consensus-based decision-making, pacific settlement of disputes), and the extra-regional forums it 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, since the lecturers do not specify what the creative poster should look like, it is up to the student to determine the visual content that addresses the questions they wish to answer.

Another option that could interest students undertaking the Southeast Asian studies course in their IR programs is the South China Sea issue. 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 its 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 from various items, including textual summaries, images, dialogues, and explanatory tables.

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 sub-themes, including addressing the concerns posed by non-traditional security threats faced by other Southeast Asian states, the regional approaches undertaken (including their successes and failures), and how different cultural contexts respond to 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 encourages students to distill those dynamics into a few strips without losing accuracy to 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 in the IR discipline have introduced complex theories and concepts to make sense of these developments, which can be challenging to teach to undergraduate students. To address this, creative posters can highlight a country’s favorable foreign policies, for example, by focusing on its outreach to 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 and 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 examples in this discussion serve as guidelines for breaking the big topics into smaller sub-themes so students can focus their work and dig deep into the research process for their creative posters. Given the diverse dynamics in the Southeast Asian region, creative posters offer an innovative platform for students to explore their curiosity and enhance their skills by simplifying complex concepts and dynamics into visuals understandable to 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 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 creativity in images.

The methods proposed in this study align with both conceptions of student-centered learning. At the first level, the use of Problem-Based Learning is evident in the selection of themes that students would eventually explore. Although there should be an option to uncover elements of history and systems, the themes selected should revolve around a particular problem set. Doing so would enhance students’ creativity in exploring different solution options and develop their critical thinking skills in proposing the most feasible solution for a given crisis. Potential themes for the creative posters include the South China Sea, the influence of great powers in the region, the evolution of regional norms, and non-traditional security threats, all recurring issues that policymakers have yet to resolve. 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 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. However, the role of the instructors in reflecting on the methods used is important, taking note of issues that could be improved in future adoption of similar methods.

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 IR graduates need. To align with the skill descriptions of a diplomat, the use of creative posters in student-centered learning may allow students greater control over the learning process, potentially enhancing skills such as 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 at the case study of teaching Southeast Asian studies, this study finds that more unique and creative methods are needed to equip IR graduates with the skills required to enter the status quo’s skills-demanding workforce. In doing so, one needs to evaluate to what extent existing methods have been consistent with the development of negotiation, creativity, research, and independent learning skills, which would be beneficial skills to equip oneself with upon graduation.

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.

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 approach when selecting the themes to explore. 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, seeking common ground amid the conflicting national interests of Southeast Asian states vis-à-vis China. As studies in the student-centered learning discourse have shown, in Problem-Based Learning students are given greater independence throughout the learning process.

Equally impactful is the conception of teacher-centered and student-centered learning as constituting a continuum. In this perception, rather than seeing the option as black-and-white, the discourse focuses on determining at what stage the lecturers or students should dominate the learning process. As in 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 students can choose 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 selecting 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.

 References Abdelkader E : The history of the persecution of Myanmar’s Rohingya. The Conversation. 2017, September 21. Reference Source Acharya A : Constructing a security community in Southeast Asia: ASEAN and the problem of regional order. Routledge;2014a. Reference Source Acharya A : Global International Relations (IR) and Regional Worlds: A New Agenda for International Studies Global International Relations (IR) and Regional Worlds: A New Agenda for International Studies. Int. Stud. Q. 2014b;58(4):647–659. 10.1111/ISQU.12171/2/ISQU12171-FIG-0001.JPEG Acharya A : Doomed by Dialogue? Will ASEAN Survive Great Power Rivalry in Asia? The ASAN Forum. 2015. Reference Source Acharya A Stubbs R : Theorizing southeast asian relations: emerging debates. Routledge;2016. Reference Source Ala J d M Inoue CYA Valença M : Teaching IR in the Global South: views from Brazil and South Africa. Scott JM Carter RG Scott BJ , editors. Teaching International Relations. Elgar Publishing;2021. Alencar EMLS de Fleith D d S Pereira N : Creativity in Higher Education: Challenges and Facilitating Factors. Trends Psychol. 2016;25(2):553–561. Anwar DF : Indonesia in ASEAN: Foreign Policy and Regionalism. ISEAS;1994; vol.3. Arnold R : Where’s the Diplomacy in Diplomacy? Using a Classic Board Game in “Introduction to International Relations.” PS Polit. Sci. Polit. 2015;48(1):162–166. 10.1017/S1049096514001711 Baer J Garrett T : Teaching for creativity in an era of content standards and accountability. Beghetto RA Kaufman JC , editors. Nurturing Creativity in the Classroom. Cambridge University Press;2010; pp.6–23. 10.1017/CBO9780511781629.003 Barr RB Tagg J : From Teaching to Learning: A New Paradigm for Undergraduate Education. Learning from Change: Landmarks in Teaching and Leaming in Higher Education from Change Magazine, 1969-1999, Nov/Dec. 2023;198–200. 10.1080/00091383.1995.10544672/ASSET//CMS/ASSET/BE3412AB-BBB5-4337-8671-54188F9FA195/00091383.1995.10544672.FP.PNG Bhardwaj V Zhang S Tan YQ : Redefining learning: student-centered strategies for academic and personal growth. Front Educ. 2025;10(1). 10.3389/FEDUC.2025.1518602/BIBTEX Bilgin P : “Contrapuntal Reading” as a Method, an Ethos, and a Metaphor for Global IR. Int. Stud. Rev. 2016;18(1):134–146. 10.1093/ISR/VIV018 Blaney DL Tickner AB : International Relations in the prison of colonial modernity. International Relations. 2017a;31(1):71–75. 10.1177/0047117817691349 Blaney DL Tickner AB : Worlding, Ontological Politics and the Possibility of a Decolonial IR. Millennium: Journal of International Studies. 2017b;45(3):293–311. 10.1177/0305829817702446 Bleiker R : Visual Global Politics. Routledge;2018. 10.4324/9781315856506 Boud D Feletti G : The Challenge of Problem-based Learning. Routledge;1997. Brandes D Ginnis P : A Guide to Student-centred Learning. Blackwell;1986. Burnard P : Carl Rogers and postmodernism: Challenges in nursing and health sciences. Nurs. Health Sci. 1999;1(4):241–247. 10.1046/J.1442-2018.1999.00031.X Buzan B : Could IR Be Different? Int. Stud. Rev. 2016;18(1):155–157. 10.1093/ISR/VIV025 Caballero-Anthony M : Negotiating Governance on Non-Traditional Security in Southeast Asia and Beyond. Columbia University Press;2018. 10.7312/CABA18300 Calder L : Uncoverage: Toward a signature pedagogy for the history survey. J. Am. Hist. 2006;92(4):1358–1370. 10.2307/4485896 Campillo XR Hernandez KC Cantano AM : Enhancing Creativity and Communication Skills Through IR Signature Pedagogies. E-International Relations. 2021, March 15. Clausen D : What English Language Teachers Can Teach IR about Pedagogy. E-International Relations. 2021, May 9. Cobb P : Where is the Mind? Murphy P , editor. Learners, Learning & Assessment. Open University Press;1999. Cropley A : Neglect of creativity in education: A moral issue. Moran S Cropley DH Kaufman JC , editors. The Ethics of Creativity. Palgrave Macmillan;2014;250–264. 10.1057/9781137333544_15 Duchin S Sherwood G : Posters as an educational strategy. J. Contin. Educ. Nurs. 1990;21(5):205–208. 10.3928/0022-0124-19900901-06 Edwards S Bradford J : Southeast Asia’s Maritime Security Challenges: An Evolving Tapestry. Asia Maritime Transparency Initiative. 2023, March 28. Emmerson DK : Security, Community, and Democracy in Southeast Asia: Analyzing ASEAN. Japanese Journal of Political Science. 2005;6(2):165–185. 10.1017/S1468109905001829 Emmerson DK : Region and recalcitrance: Rethinking democracy through Southeast Asia. Pac. Rev. 2007;8(2):223–248. 10.1080/09512749508719135 Ettinger A : Global International Relations and Worlding Beyond the West: A Pedagogical Critique. Int. Stud. Rev. 2024. 10.1093/ISR/VIAD052 FAO: Southeast Asia: Prospects and challenges. OECD-FAO Agricultural Outlook 2017–2026. FAO;2017. 10.1787/888933521579 Fravel MT : China’s Strategy in the South China Sea. Contemp. Southeast Asia. 2011;33(3):292–319. 10.1355/cs33-3b Freire P : Pedagogy of the Oppressed. Continuum;1970. Garrison DR Kanuka H : Blended learning: Uncovering its transformative potential in higher education. Internet High. Educ. 2004;7(2):95–105. 10.1016/J.IHEDUC.2004.02.001 Goh E : Southeast Asian Strategies toward the Great Powers: Still Hedging after All These Years? The Asan Forum. 2016. Guilloux A : Myanmar: analyzing problems of transition and intervention. Contemp. Polit. 2010;16(4):383–401. 10.1080/13569775.2010.523938 Gundogan B Koshy K Kurar L : How to make an academic poster. Ann. Med. Surg. 2016;11(1):69–71. 29225822 10.1016/J.AMSU.2016.09.001 PMC5714380 Haacke J : ASEAN’s diplomatic and security culture: a constructivist assessment. International Relations of the Asia-Pacific. 2003;3(1):57–87. 10.1093/irap/3.1.57 Reference Source Hagmann J Biersteker TJ : Beyond the published discipline: Toward a critical pedagogy of international studies. Eur. J. Int. Rel. 2012;20(2):291–315. 10.1177/1354066112449879 Hall JA Saunders MNK : Adopting a Student-Centred Approach to the Management of Learning: Songs of Praise and Lessons. Bell C Bowden M Trott A , editors. Aspects of Educational and Training Technology. Routledge;1996;85–93. 10.4324/9781315041797-12 Hasio C : Visual Inspirations: The Pedagogical And Cultural Significance Of Creative Posters In The Art Classroom. Journal of College Teaching & Learning (TLC). 2015;12(1):39–44. 10.19030/TLC.V12I1.9068 Hecke C : Graphic Novels as a Teaching Tool in High School and University English as a Foreign Language (EFL) Classrooms. Amerikastudien Am Stud. 2011;56(4):653–668. Reference Source Horn L Rubin O Schouenborg L : Undead Pedagogy: How a Zombie Simulation Can Contribute to Teaching International Relations. Int. Stud. Perspect. 2016;17(2):187–201. 10.1111/INSP.12103 Howard C : The Role of Posters as a Means of Summative Assessment. Worcester J. Teach Learn. 2015;10(1):1–20. Johnson OW Pont P du Gueguen-Teil C : Perceptions of climate-related risk in Southeast Asia’s power sector. Clim. Pol. 2021;21(2):264–276. 10.1080/14693062.2020.1822771 Kaufman JC Baer J : Introduction: How people think, work, and act creatively in diverse domains|Request PDF. Kaufman JC Baer J , editors. Creativity across domains: faces of the muse. Taylor & Francis Group;2004;1–10. Kodabux A : The Future of IR Lies in Creativity Rather than ‘New Thinking.’ E-International Relations. 2019, November 11. Reference Source Kuik CC : Laos’s Enthusiastic Embrace of China’s Belt and Road Initiative. Asian Perspect. 2021;45(4):735–759. 10.1353/APR.2021.0042 Kuik CC : Shades of grey: riskification and hedging in the Indo-Pacific. Pac. Rev. 2022;36. 10.1080/09512748.2022.2110608 Lea SJ Stephenson D Troy J : Higher Education Students’ Attitudes to Student-centred Learning: Beyond “educational bulimia”? Stud. High. Educ. 2003;28(3):321–334. 10.1080/03075070309293 Leifer M : The ASEAN Regional Forum: extending ASEAN’s model of regional security. Oxford University Press for the International Institute for Strategic Studies;1996. Li G : The origins of the South China Sea issue. J. Mod. Chin. Hist. 2017;11(1):112–126. 10.1080/17535654.2017.1316960 Lonka K Ahola K : Activating instruction: How to foster study and thinking skills in higher education. Eur. J. Psychol. Educ. 1995;10(4):351–368. 10.1007/BF03172926 Ludert J Stewart K : Structuring a Mixed-Methods Course. E-International Relations. 2017, November 7. Reference Source Lundin SC : The Nine Lives of Innovation. McGraw Hill;2009. Maizland L : Myanmar’s Troubled History: Coups, Military Rule, and Ethnic Conflict. Council on Foreign Relations;2022, January 31. Reference Source Mistreanu S : China seeks a united front with Latin America in countering Trump’s trade war. AP News. 2025, May 13. Reference Source Mit M : China’s continuing influence over Cambodia’s economy. East Asia Forum;2024, May 1. Reference Source Morris TH Bremner N Sakata N : Self-directed learning and student-centred learning: a conceptual comparison. Pedagog. Cult. Soc. 2025;33(3):847–866. 10.1080/14681366.2023.2282439 Nakano T d C Weschsler SM : Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas). 2018;35(3):237–246. Newmann WW Twigg JL : Active Engagement of the Intro IR Student: A Simulation Approach. PS: Political Science & Politics. 2000;33(4):835–842. 10.2307/420926 Nunan D : Learner-centered English language education: the selected works of David Nunan. Routledge;2013. Odgaard L : The South China Sea: ASEAN’s Security Concerns about China. Secur. Dialogue. 2003;34(1):11–24. 10.1177/09670106030341003 O’neill G Mcmahon T : Student-centered Learning: What does if mean for students and lecturers? O’Neill GO Moore S McMullin B , editors. Emerging issues in the practice of University Learning and Teaching. AISHE;2005;30–39. Reference Source Osa JO Musser LR : The Role of Posters in Teacher Education Programs. Educ. Libr. 2004;27(1):16–21. Parameswaran P : China’s Hollow South China Sea Consensus With ASEAN Laggards. The Diplomat. 2016, April 25. Reference Source Putra BA : Non-western theorizing: the challenge of International Relations curriculum in Indonesia. Front Educ. 2024;9:1378316. 10.3389/FEDUC.2024.1378316/BIBTEX Rocamora-Pérez P López-Liria R Aguilar-Parra JM : The Graphic Novel as an Innovative Teaching Methodology in Higher Education: Experience in the Physiotherapy Degree Program at the University of Almeria. Procedia. Soc. Behav. Sci. 2017;237(1):1119–1124. 10.1016/J.SBSPRO.2017.02.165 Rogers CR : Freedom to learn. Charles E. Merrill Publishing Company;1983. Rosyidin M : Promoting a home-grown democracy: Indonesia’s approach of democracy promotion in the Bali democracy Forum (BDF). Asian Journal of Political Science. 2020;28(3):312–333. 10.1080/02185377.2020.1814361 Rosyidin M Kusumawardhana I : Neither promoting nor projecting democracy: Indonesia’s middlepowermanship in the Bali democracy forum under Joko Widodo. International Relations of the Asia-Pacific. 2024;24(1):65–100. 10.1093/IRAP/LCAD002 SETKAB: China-US Trade War May Affect Other Sectors, President Jokowi Says. Cabinet Secretariat of the Republic of Indonesia;2019, June 23. Reference Source Shah IH Au Yong Lyn A Morlet GMA : The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence From the UK. SAGE Open. 2024;14(2):1–10. 10.1177/21582440241240844/SUPPL_FILE/SJ-DOCX-1-SGO-10.1177_21582440241240844.DOCX Shambaugh D : Where Great Powers Meet: America and China in Southeast Asia. Where Great Powers Meet: America and China in Southeast Asia. Oxford University Press;2020. 10.1093/OSO/9780190914974.001.0001 She X : Teaching International Relations Through Short Iterated Simulations. E-International Relations. 2021, May 2. Reference Source Shulman LS : Signature Pedagogies in the Professions. Daedalus. 2005;134(3):52–59. 10.1162/0011526054622015 Reference Source Simpson AW Kaussler B : IR teaching reloaded: Using films and simulations in the teaching of international relations. Int. Stud. Perspect. 2009;10(4):413–427. 10.1111/J.1528-3585.2009.00386.X Sousa BJ Clark AM : Six Insights to Make Better Academic Conference Posters. Int. J. Qual. Methods. 2019;18(1). 10.1177/1609406919862370 Storey I : ASEAN’s Failing Grade in the South China Sea. International Relations and Asia’s Southern Tier. Singapore: Springer;2018;111–124. 10.1007/978-981-10-3171-7_8 Taylor PG : Changing expectations: Preparing students for flexible learning. Int. J. Acad. Dev. 2000;5(2):107–115. 10.1080/13601440050200716 Williams RMC : Image, Text, and Story: Comics and Graphic Novels in the Classroom. Art Educ. 2008;61(6):13–19. 10.1080/00043125.2008.11652072/ASSET//CMS/ASSET/FFDDFEEF-5334-4538-B27F-C05709CB5E55/00043125.2008.11652072.FP.PNG Yahuda M : China’s new assertiveness in the South China Sea. J. Contemp. 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.200555.r484003 Reviewer response for version 2 Yeen-Ju Heidi Tan 1 Referee https://orcid.org/0000-0002-8351-4917 Multimedia University, Cyberjaya, Malaysia

Competing interests: No competing interests were disclosed.

 3 6 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

Thank you for your responses and revisions.

It is unclear why "Student-centered learning has been understood differently." (in section 3) perhaps that needs some further elaboration. Understood differently by whom? 

Also, I think it would make more sense to focus on the importance of scaffolding that is already part of student-centered learning. What you have described about Southeast Asian students requiring more "teacher-centered" support at the beginning should actually be about scaffolding. Where, at the beginning, the teachers and facilitators provide support and gradually that support is reduced as students grow to be more independent and confident.

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.

 10.5256/f1000research.200555.r484005 Reviewer response for version 2 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.

 22 5 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 approve-with-reservations

Dear author

I guess we have misunderstanding regarding the "method" in my earlier comment. What I stressed to revise strongly is the research method, not the creative teaching method. It is necessary to add of how this research about "creative teaching method" is conducted in separate section or in the introduction section. This is mandatory for this paper to be  suitable as research article. Below are my detailed comment about the required revision beside the research method discussed earlier :

Comment 1 and 2, you should clearly stated the limitation of the previous studies with specific design like your own, and present the clearly that it could be the novelty for your research by citing non-research supportive evidences such as reports, your own observation etc. Research background in this case is the existing conditions that made the inquiry for using creative teaching method is necessary, capture it broader not only in pedagogical  perspective but also relevance to the subject of the course like "if we studying geopolitic it would be better to use an interactive map" or "the text only based on studying geopolitics made the student become more difficult to understand as it lack the visual insight". If you cannot find it on references, it would also be your own perspective as long as it is clearly stated.

Comment 3 and 5. And how you explores the potential of incorporating posters into Southeast Asian studies? Is it based on observation, literature studies, or any  other method? And why it is relevance in the research. That is required so other research could replicate the design, expand the scope by adding new method or change the design completely regardless their findings would be.

It is not about straightly how to implement the teaching method but explain how and why this teaching method as subject is relevant and applicable. The references you mentioned could provide you the reason of why and how it could be relevant as well as how to implement the teaching method. If let say their findings is for general pedagogy, stated clearly the limitations.

Let say that we know (I personally agree with the use of creative teaching method) is suitable to break the pedagogical deadlock in regional studies, but we need to test our argument by a research guide by research design whether by direct observation on the class or the extensive literature review through the  references, then stated clearly that the argument was supported by the findings of mentioned references.  Stated clearly how the mentioned references applied the teaching method, limitations etc. stated the limitation of the previous studies with specific design like your own, and present the clearly that it could be the novelty for your research by citing non-research supportive evidences such as reports, your own observation etc. Research background in this case is the existing conditions that made the inquiry for using creative teaching method is necessary, capture it broader not only in pedagogical  perspective but also relevance to the subject of the course like "if we studying geopolitic it would be better to use an interactive map" or "the text only based on studying geopolitics made the student become more difficult to understand as it lack the visual insight". If you cannot find it on references, it would also be your own perspective as long as it is clearly stated.

Comment 3 and 5. And how you explores the potential of incorporating posters into Southeast Asian studies? Is it based on observation, literature studies, or any  other method? And why it is relevance in the research. That is required so other research could replicate the design, expand the scope by adding new method or change the design completely regardless their findings would be.

It is not about straightly how to implement the teaching method but explain how and why this teaching method as subject is relevant and applicable. The references you mentioned could provide you the reason of why and how it could be relevant as well as how to implement the teaching method. If let say their findings is for general pedagogy, stated clearly the limitations.

Let say that we know (I personally agree with the use of creative teaching method) is suitable to break the pedagogical deadlock in regional studies, but we need to test our argument by a research guide by research design whether by direct observation on the class or the extensive literature review through the  references, then stated clearly that the argument was supported by the findings of mentioned references.  Stated clearly how the mentioned references applied the teaching method, limitations etc.

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 confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

 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.”