A CONCEPTUAL FRAMEWORK ON THE INFLUENCE OF ROLE-PLAY ASSESSMENTS ON CONFLICT COMMUNICATION COMPETENCE

Abstract

Effective conflict communication is a critical competency for university graduates, yet many assessment approaches in higher education remain rooted in traditional formats that do little to prepare students for the complexities of real-world interactions. Without opportunities for authentic practice, students risk entering the workforce without the skills or confidence to navigate conflict constructively. This conceptual paper introduces a framework positioning role-play assessments as a powerful pedagogical tool to enhance conflict communication competence. Drawing on Experiential Learning Theory and Communication Competence Theory, the framework outlines how structured, feedback-driven role-play can create safe yet realistic spaces for students to rehearse conflict scenarios, reflect on their strategies, and develop adaptive communication skills. From a quantitative research design perspective, role-play assessment is identified as the independent variable and conflict communication competence as the dependent variable. Evidence from prior studies consistently demonstrates that role-play interventions foster empathy, confidence, and cooperative conflict behaviors across diverse learning contexts. The proposed framework extends theoretical models of competence development and offers practical guidance for integrating role-play into curriculum and assessment design. While the framework is yet to be empirically tested, it provides a strong foundation for future research to examine its effectiveness and explore moderating factors such as cultural background, personality traits, and learning environments. By rethinking assessment as an active, immersive learning process, this study encourages higher education to better equip students with the communication skills necessary to manage conflict effectively skills that are increasingly indispensable in today’s collaborative, dynamic workplaces.