Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
IREn5019 No War, No Peace: Unresolved Conflicts in the Caucasus
Syllabus
Fall 2025
Lecturer: Zinaida Bechná, Ph.D.
Mgr. Jiří Nykodým
Class Time: Wednesdays, 10:00 – 11:40, Room U35
Office Hours: Wednesdays 13:00 - 14:00, Office #4.67 or online by prior arrangement
via email
Contact: bechna@fss.muni.cz | Office Phone: 549 49 6761
jiri.nykodym@mail.muni.cz
I. Goals and Objectives
The course aims to provide a comprehensive understanding of unresolved conflicts in
the Caucasus, examining key factors that contribute to the region's volatility. We will
analyze various conflicts, such as those in Abkhazia, South Ossetia, Nagorno-Karabakh,
and Chechnya, exploring their origins, development, and the challenges to resolution.
The course integrates both theoretical frameworks and empirical case studies to provide
students with the tools needed to critically assess conflict dynamics and explore
potential avenues for peace.
II. Learning Outcomes:
By the end of the course, students will be able to:
1. Critically engage with theories of internal armed conflicts.
2. Understand conflict escalation processes in the Caucasus region.
3. Analyze the political, socio-economic, and systemic factors that trigger conflict.
4. Assess the role of external actors in conflict and resolution efforts.
5. Develop policy recommendations for conflict resolution in the Caucasus.
III. Requirements:
A. Readings:
Students must complete the mandatory readings before each class and be prepared for
discussion. Readings are available in the course materials folder in the Information
System (IS).
B. Student Presentations (in sum 10 points):
As part of the course requirements, each student will deliver an individual presentation
(maximum 12 minutes) on a selected unresolved conflict or thematically related topic.
These presentations are designed to demonstrate a clear understanding of the assigned
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
readings, the ability to engage critically with scholarly arguments, and the capacity to
communicate complex ideas in a structured and accessible manner. In order to foster a
more interactive and intellectually stimulating classroom environment, each
presentation will be accompanied by a designated student discussant, and the remaining
members of the class will also participate in a structured and meaningful way.
Presenter Responsibilities (Total: 10 points)
Each presentation will be assessed according to the following criteria:
• Clarity and Structure (2 points):
The presentation should be well-organized, logically sequenced, and clearly
articulated. Excessive reliance on written notes should be avoided, and
transitions between sections should be smooth and coherent.
• Summary of Core Arguments (4 points):
The presenter is expected to provide an accurate and concise summary of the
key arguments, findings, or conceptual contributions of the assigned article.
Emphasis should be placed on analytical precision rather than descriptive detail.
• Critical Engagement (2 points):
A critical assessment of the text should be offered, addressing both its analytical
strengths and potential limitations. Presenters are encouraged to reflect on the
theoretical framing, empirical grounding, and normative implications of the
argument.
• Response to Questions (2 points):
Presenters should be prepared to respond to questions posed by their peers and
the instructor, demonstrating a deeper understanding of the topic and an ability
to reflect critically and flexibly.
Discussant Responsibilities (Rotating Assignment)
For each session, one student will be assigned in advance as discussant. This role is an
integral part of the presentation process and mirrors academic conference practices. The
discussant is expected to:
• Engage thoroughly with the assigned reading in advance of the session.
• Prepare and pose at least two thoughtful and analytically informed questions
following the presentation.
• Deliver a brief (2–3 minute) oral commentary, which may include constructive
feedback, critical reflections, or suggestions for further conceptual or
comparative exploration.
• Complete a peer evaluation form, assessing the presentation based on the
criteria provided.
Each student will serve in the role of discussant once during the course.
Class Participation and Structured Peer Engagement
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
Active participation is expected from all students throughout the presentation cycle. In
order to avoid passive listening and to ensure continuous intellectual engagement:
• Students may occasionally be assigned specific analytical roles during
discussion (e.g., “comparative analyst,” “normative challenger,” “conceptual
clarifier,” etc.) to enrich the conversation and encourage diverse perspectives.
• Following each presentation, students will be invited to submit a brief written
comment or one-sentence reflection, either in person or via the course
platform. These comments contribute to the presenter's feedback and encourage
continuous peer-to-peer learning.
This format is intended to cultivate an environment of critical dialogue and mutual
intellectual support, reflecting academic best practices and preparing students for
scholarly communication in professional settings.
C. Unresolved Conflict Simulation Game Instructions
1. Overview:
The Frozen Conflict Simulation Game is a dynamic learning experience designed to
deepen students’ understanding of the complex and persistent nature of unresolved
conflicts in the Caucasus region. Participants will assume the roles of critical
stakeholders—ranging from national governments to international organizations and
regional actors—and will engage in strategic negotiations based on real-world political
dynamics.
2. Objectives:
By participating in the simulation, students will:
• Develop a nuanced understanding of the interests, motivations, and strategic
behavior of key actors in frozen conflicts.
• Analyze the potential avenues for conflict resolution or long-term management
in protracted disputes.
• Enhance practical skills in negotiation, critical thinking, and diplomatic
communication.
• Reflect on the challenges and possibilities of real-world conflict diplomacy.
3. Key Unresolved Conflicts Covered:
The simulation will examine several unresolved conflicts within the Caucasus region,
including:
• Nagorno-Karabakh (Armenia–Azerbaijan)
• Abkhazia (Georgia)
• South Ossetia (Georgia)
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
• Chechnya (Russia)
4. Simulation Structure:
I Role Assignment:
Each student will be assigned a specific actor in one of the listed conflicts. These roles
may include:
• National Governments (e.g., Armenia, Azerbaijan, Georgia, Russia)
• De Facto Authorities (e.g., Nagorno-Karabakh, Abkhazia, South Ossetia)
• International Organizations (e.g., OSCE Minsk Group, European Union,
NATO)
• Regional Actors (e.g., Turkey, Russia, Iran)
II Preparation phaze:
Prior to the simulation, students will conduct comprehensive research on their assigned
role. This preparation should focus on:
• The historical background and evolution of the actor’s involvement in the
conflict.
• Core interests, objectives, red lines, and areas of flexibility.
• Past negotiation efforts and the actor’s role therein.
• Current strategies to manage, escalate, or resolve the conflict.
Deliverables Before Simulation (Due: December 4, 2025)
• Submit a one-page position paper articulating the actor’s stance and key
priorities.
• Identify potential allies and adversaries among the other simulation
participants.
III Simulation Phases
Phase 1: Opening Statements (5 minutes per participant)
Each actor presents a concise, strategic opening statement that clearly outlines their
position, core interests, and intended negotiation approach.
Phase 2: Negotiation Rounds (45 minutes total)
• Round 1 (20 minutes): Participants explore areas of common interest and
conflicting priorities. This round emphasizes information sharing and diplomatic
positioning.
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
• Round 2 (25 minutes): Actors engage in more assertive negotiations, building
alliances, proposing compromises, and testing strategic options.
Phase 3: Proposals and Counter-Proposals (15 minutes)
Actors or coalitions present formal proposals for conflict management or resolution.
Other participants may respond with endorsements or counter-proposals. Proposals
should clearly address key conflict drivers such as:
• Security concerns
• Territorial claims
• Sovereignty and autonomy
• External influence and mediation
Phase 4: Final Outcome (10 minutes)
Participants attempt to reach a mutually acceptable agreement or declare a stalemate. In
the latter case, each actor must articulate the principal barriers that prevented a
resolution or compromise.
Key Considerations During the Simulation
1. Understanding Interests and Strategies
• National Governments emphasize sovereignty, territorial integrity, and national
security.
• De Facto Authorities seek recognition, autonomy, or full independence.
• International Organizations prioritize peacebuilding, rule of law, and
humanitarian access.
• Regional Powers aim to maintain or expand influence through diplomatic,
military, or economic means.
2. Strategic Flexibility
While grounded in realistic positions, students are encouraged to explore innovative
pathways—alliances, concessions, or backchannel diplomacy—that might yield
progress. Consider:
• Which actors share overlapping interests?
• What are your negotiable points and non-negotiables?
• How can you shape a narrative that appeals to other stakeholders?
3. Time-Conscious Negotiation
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
Each simulation phase is time-bound. Participants should articulate their objectives and
negotiate effectively within the given timeframe. Clarity, precision, and strategic
communication are critical to success.
Post-Simulation Reflection Paper (Due: December 15, 2025)
After the simulation, students will submit a 1,500-word reflective analysis in which
they:
• Evaluate the role they played and the strategy they employed.
• Analyze the dynamics and outcomes of the negotiation process.
• Reflect on the extent to which the simulation mirrored real-world diplomatic
challenges.
• Discuss key lessons learned about the nature and management of protracted
conflicts.
Evaluation Criteria:
• Position Paper (10 points): Clear understanding of the role, position, and
historical context.
• Simulation Participation (20 points): Active engagement, negotiation skills,
and strategic thinking.
• Reflection Paper (20 points): Analysis of the simulation experience and
application of theory to practice.
Important Dates:
• Role Assignment: Two weeks before the simulation (November 19, through IS)
• Position Paper Submission: One week before the simulation (November 26
into the IS folder)
• Simulation Date: Week 12 (December 3 in the class)
• Reflection Paper Submission: Week 13 (December 15, 2025).
Key Tips for Success:
1. Prepare Thoroughly: Research your actor's interests, alliances, and past
behavior. A well-prepared participant will have the upper hand in negotiations.
2. Engage Actively: Be vocal during the simulation, but also listen carefully to
other participants. Strategic alliances can help achieve objectives.
3. Be Creative: Think outside the box when proposing solutions or negotiating
with others. Flexibility and creativity often lead to the best outcomes in conflict
resolution.
Participation Requirement
Attendance in regular class sessions is not mandatory but is highly
recommended, as active engagement contributes to a deeper understanding of
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
the course material and peer learning. Participation in the Conflict Simulation
Game, however, is essential in order to pass the course. The only exception
applies in cases of illness, documented by an official medical confirmation. In
such circumstances, an additional examination will be appointed as a substitute
requirement.
IV. Final Grading Scale:
A: 56 – 60 points
B: 51 – 55 points
C: 46 – 50 points
D: 41 – 45 points
E: 36 – 40 points
F: Less than 36 points
V. Plagiarism Policy
Plagiarism will not be tolerated. Any use of material without proper attribution will
result in a failing grade and may lead to further disciplinary action. Please refer to the
university’s plagiarism policy and follow proper citation guidelines.
VI. Class schedule
Week 1 – 17/9/2025 (Bechná)
Introduction to course goals and requirements.
Week 2 – 24/9/2025 (Bechná)
Causes, Actors, and Trajectories of Conflicts in the Caucasus.
Week 3 – 1/10/2025 (Bechná)
The Nagorno-Karabakh Conflict: Origins and Escalation.
Week 4 – 8/10/2025 (Bechná)
The Second Nagorno-Karabakh War.
Week 5 – 15/10/2025 (Bechná)
Abkhazia: The Georgian-Abkhaz Conflict and Its Impact.
Week 6 – 22/10/2025 (no class)
Reading Week
Week 7 – 29/10/2025 (Bechná)
South Ossetia: The Evolution of the Georgian-South Ossetian Conflict.
Week 8 – 5/11/2025 (Nykodým)
Chechen Wars: Conflict Dynamics in the North Caucasus.
Masaryk University, Faculty of Social Studies
Joštova 10, 602 00 Brno, Česká republika
T: +420 549 49 6761, E: bechna@fss.muni.cz, www.fss.muni.cz
Week 9 – 12/11/2025 (Nykodým)
Russia’s Role in Caucasian Conflicts: Peacekeeper or Instigator?
Week 10 – 19/11/2025 (Bechná)
Western Engagement in the Caucasus: Challenges and Influence.
Week 11 – 26/11/2025 (Bechná)
Power Struggles: Turkey and Iran’s Influence in the Caucasus.
Week 12 – 3/12/2025 (Bechná/Nykodým)
Conflict Simulation Game: Navigating the Caucasus Conflict Landscape.
Week 13 – 10/12/2025 (Bechná)
Conflict Resolution in the Caucasus: Scenarios and Future Prospects.
Mandatory literature for each lecture, together with the materials required for student
presentations, will be provided in the Interactive Syllabus of the course within the IS
folders. Students are expected to consult these materials in advance to ensure active
participation in class discussions.