INCOTERMS Teaching and Learning Innovation: A Competitive Role-Play Framework for Experiential Learning in Global Logistics Education

In the rapidly evolving landscape of global logistics education, a thorough understanding of International Commercial Terms (INCOTERMS) is vital for undergraduate students preparing for careers in international trade and supply chain management. However, a significant pedagogical gap exists: many students struggle to fully comprehend and apply these complex legal and logistical terms, often due to a reliance on traditional, lecture-based teaching methodologies. This study investigates the efficacy of an innovative, qualitative teaching strategy specifically, immersive role-play and competitive performance on improving INCOTERMS comprehension. Utilizing a multi-stage, intervention-based approach across undergraduate logistics classes, students participated in collaborative group role-plays that culminated in an "INCOTERMS War" competition. The qualitative results indicate that this experiential methodology significantly improves student engagement, the practical application of risk-transfer concepts, and overall understanding of global logistics frameworks. By transforming abstract trade regulations into tangible, human-centric negotiations, this study underscores the critical importance of integrating interactive, constructivist approaches to foster deeper comprehension and adequately prepare students for real-world logistical challenges.

INCOTERMS, Global Logistics Education, Innovative Teaching Strategies, Qualitative Role-Play, Experiential Learning.

1. Adebayo, V. I., Paul, P. O., Osareme, O. J., & Eyo-Udo, N. L. (2024). Skill development for the future supply chain workforce: Identifying key areas. International Journal of Applied Research in Social Sciences, 6(7), 1346–1354. https://doi.org/10.51594/ijarss.v6i7.1296 [Google Scholar] [Crossref]

2. Berenji, H. R., & Najmi, H. (2026, January 1). Optimizing Students’ Learning in Operations Management: The Impact of Simulation-based Games and Feedback Strategies. Proceedings of the ... Annual Hawaii International Conference on System Sciences/Proceedings of the Annual Hawaii International Conference on System Sciences. https://doi.org/10.24251/hicss.2026.588 [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

4. Buinwi, U., Okatta, C. G., Johnson, E., Buinwi, J. A., & Tuboalabo, A. (2024). Enhancing trade policy education: A review of pedagogical approaches in public administration programs. International Journal of Applied Research in Social Sciences, 6(6), 1253–1273. https://doi.org/10.51594/ijarss.v6i6.1243 [Google Scholar] [Crossref]

5. Chen, L., Martinez, J., & Patel, K. (2026). Theatrical role-play versus traditional case studies: Longitudinal retention of INCOTERMS 2020 among early-career logistics practitioners. International Journal of Trade and Logistics Education, 21(1), 45–61. [Google Scholar] [Crossref]

6. Cruz, M. A. S., Gracía, A., & Camarena, J. (2025). La importancia de los Incoterms en la cadena de suministro internacional y sus implicaciones logísticas, costos de transporte y gestión comercial. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(2). https://doi.org/10.56712/latam.v6i2.3757 [Google Scholar] [Crossref]

7. Davis, J. M., & Vogt, J. (2021). Hidden Supply Chain Risk and Incoterms®: Analysis and Mitigation Strategies. Journal of Risk and Financial Management, 14(12), 619–619. https://doi.org/10.3390/jrfm14120619 [Google Scholar] [Crossref]

8. Fantozzi, I. C., & Schiraldi, M. M. (2025). Bridging education and industry: university challenges and serious games for professional skill development. The TQM Journal, 1–16. https://doi.org/10.1108/tqm-12-2024-0511 [Google Scholar] [Crossref]

9. Foltos, B. (2014). LUNA: A Role Play Game for Learning Incoterms 2000. 36. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.605.6353 [Google Scholar] [Crossref]

10. Gardezi, S. H. I. (2025a). Bridging the Global Divide: Identifying Critical Gaps in Supply Chain Education and Vocational Training Curriculum Design and Delivery. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.17629345 [Google Scholar] [Crossref]

11. Gardezi, S. H. I. (2025b). Bridging the Global Divide: Identifying Critical Gaps in Supply Chain Education and Vocational Training Curriculum Design and Delivery. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.17629346 [Google Scholar] [Crossref]

12. Hajdukiewicz, A., & Pera, B. (2021). Factors affecting the choice of Incoterms: The case of companies operating in Poland. Przedsiębiorczość Międzynarodowa, 7(4), 35–50. https://doi.org/10.15678/ier.2021.0704.03 [Google Scholar] [Crossref]

13. Jæger, B., Rudra, A., Aitken, A., Chang, V., & Helgheim, B. I. (2015). Bridging the Knowing-Doing Gap in Global Supply Chain Education. Communications of the Association for Information Systems, 36. https://doi.org/10.17705/1cais.03621 [Google Scholar] [Crossref]

14. Kolb, D. (1983). Experiential Learning : Experience as the Source of Learning and Development. CERN Document Server (European Organization for Nuclear Research). http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028247008&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA [Google Scholar] [Crossref]

15. Kotzab, H., Teller, C., Bourlakis, M., & Wünsche, S. (2018). Key competences of logistics and SCM professionals – the lifelong learning perspective. Supply Chain Management An International Journal, 23(1), 50–64. https://doi.org/10.1108/scm-02-2017-0079 [Google Scholar] [Crossref]

16. Lincoln, Y. S., & Guba, E. G. (1985). Lincoln, Yvonna, and Egon G. Guba, Naturalistic Inquiry. Beverly Hills, CA: Sage, 1985. Journal of International Crisis and Risk Communication Research. https://stars.library.ucf.edu/cirs/690 [Google Scholar] [Crossref]

17. López, J. G. V., Rojas, J. J. B., & López-Cadavid, D. A. (2024). Interrelations between logistics, trade, and law in the Incoterms® context. Pomorstvo, 38(1), 82–95. https://doi.org/10.31217/p.38.1.7 [Google Scholar] [Crossref]

18. Mtolera, O. P., Mwendapole, M. J., & Mugisha, E. (2024). Analyzing Common Trade Risks Faced by Tanzanian Traders in International Transactions: A Case Study of Dar es Salaam Importers and Exporters. Social Science and Humanities Journal, 8(10), 5236–5246. https://doi.org/10.18535/sshj.v8i10.1352 [Google Scholar] [Crossref]

19. Omar, E. N., Jaafar, H. S., & Omar, H. H. (2024). Enhancing INCOTERMS Understanding among Undergraduate Students: The Impact of Innovative Teaching Strategies in Global Logistics Education. International Journal of Research and Innovation in Social Science, 63–69. https://doi.org/10.47772/ijriss.2024.8100006 [Google Scholar] [Crossref]

20. Pacheco-Velázquez, E., Rodés, V., & Salinas-Navarro, D. E. (2024). Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education. Journal of Technology and Science Education, 14(1), 169–169. https://doi.org/10.3926/jotse.2219 [Google Scholar] [Crossref]

21. Rahman, A. M., & Zhao, Y. (2025). Competitive frameworks in modern supply chain education: A multi-region qualitative analysis. Journal of Global Supply Chain Pedagogy, 14(2), 112–128. [Google Scholar] [Crossref]

22. Rahmat, A. K., Rashid, M., & Yajid, A. A. (2025). LogistiQuest as a Tool for Problem-Based Learning (PBL) in Logistics Management. Global Conference on Business and Social Sciences Proceeding, 17(1), 80–80. https://doi.org/10.35609/gcbssproceeding.2025.1(80) [Google Scholar] [Crossref]

23. Rojas, J. J. B., & Cano, J. A. (2022). TECHNIQUE FOR ESTIMATION OF COSTS AND PRICES IN CONTRACTS FOR THE INTERNATIONAL SALE OF GOODS BASED ON INCOTERMS®. Acta Logistica, 9(2), 171–181. https://doi.org/10.22306/al.v9i2.291 [Google Scholar] [Crossref]

24. Salinas-Navarro, D. E., Pacheco-Velázquez, E., Silva-Ovando, A. C. da, Mejía‐Argueta, C., & Chong, M. (2023). Educational innovation in supply chain management and logistics for active learning in Latin America. Journal of International Education in Business, 17(1), 148–169. https://doi.org/10.1108/jieb-07-2023-0050 [Google Scholar] [Crossref]

25. Snider, B., Southin, N., & Cole, R. (2019). Patio Swings Intermodal Shipping Competition: An Inquiry‐Based Partial Information Exercise. Decision Sciences Journal of Innovative Education, 17(2), 146–162. https://doi.org/10.1111/dsji.12174 [Google Scholar] [Crossref]

26. Stuba, E., Curkovic, S., & Wagner, B. (2017). The Benefits of Simulated Coursework in Western Michigan University’s Undergraduate Supply Chain Program. Creative Education, 8(12), 1821–1832. https://doi.org/10.4236/ce.2017.812125 [Google Scholar] [Crossref]

27. Sugiono, A., Rahayu, A., Wibowo, L. A., & Hurriyati, R. (2024). Developing models of environment uncertainty, incoterms on strategic alliance and competitive advantage. Uncertain Supply Chain Management, 12(2), 1083–1096. https://doi.org/10.5267/j.uscm.2023.12.001 [Google Scholar] [Crossref]

28. Vogt, J., & Davis, J. (2024). An exploratory study of Incoterms<SUP align="right">®</SUP> knowledge and effective use in trade. International Journal of Trade and Global Markets, 19(2), 193–212. https://doi.org/10.1504/ijtgm.2024.137743 [Google Scholar] [Crossref]

29. Xu, X., Li, Y., & Fu, K. (2025). Innovative Teaching Design for International Trade Practice Course Based on Diversified Learning Goals. International Journal of Learning and Teaching, 197–201. https://doi.org/10.18178/ijlt.11.4.197-201 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study