From Participation to Practice: Embedding Experiential Human Rights Education Through the Model UN and the UPR Project at BCU

Abstract

This article presents a reflective and practice-based analysis of the Model United Nations (Model UN) and Universal Periodic Review (UPR) Project at Birmingham City University, highlighting their role as an innovative approach to human rights education within legal studies. Against the backdrop of ongoing debates about curriculum reform and experiential learning in UK legal education, the article examines how simulation-based teaching methods can enhance students’ engagement with international human rights law, diplomacy, and accountability. Drawing on pedagogical theory and critical reflection, it explores the project’s design, intended learning outcomes, and potential to foster legal and civic competencies such as critical thinking, advocacy, and global awareness. It argues that initiatives such as Model UN and the UPR Project enable law students to move beyond abstract legal theory toward practical, values-based learning, preparing them for roles as globally aware, socially conscious legal professionals. The article concludes with recommendations for embedding experiential learning into the human rights curriculum as a strategy to enhance student engagement, civic literacy, and the professional relevance of legal education.