Using Simulation as an innovative pedagogy to reduce Impostor Phenomenon amongst early career academics

This research synthesises findings from three studies to shape the design of a mixed-methods project aimed at researching the effectiveness of simulation as a core pedagogy to reduce impostorism among early-career academics. These studies emphasise the importance of transformative pedagogy, constructivist teaching strategies, and reflective practice to build educators’ professional capital, adaptability, and resilience. Additionally, the role of communities of practice and inquiry-based learning promotes emotional care giving amongst academics, while scenario-based learning, drawing on individual and personal experience, has proven effective in reducing impostorism and enhancing well-being. Together, these insights will inform the development of a toolkit of simulation-based techniques to help early-career academics increase job satisfaction, motivation, and confidence. Aligned with institutional strategies, this toolkit supports an institutional implementation of experiential learning, authentic assessment, and fosters supportive academic cultures that enhance teaching quality, retention, and overall well-being.