Crisis communication education in Malaysia is still mostly taught through lectures. While lectures provide important knowledge, they often lack opportunities for students to practise and experience what it feels like to work as real professionals. As a result, many students graduate with strong theoretical knowledge but limited practical confidence. This study looks at how simulation-based learning can help public relations (PR) students develop their professional identity, meaning how they see themselves as future PR practitioners, in a Malaysian university setting. Using a qualitative approach, 37 final year PR students participated in an immersive crisis simulation activity. In this exercise, they were assigned professional roles such as PR manager, spokesperson, or media relations officer. They worked together to manage a fast-moving, high-pressure crisis scenario, making quick decisions and adapting to unexpected developments. Data were collected in three ways: through the students’ written reflections after the activity, through follow-up interviews where they shared their thoughts and feelings, and through the observations of the facilitators who guided the simulation. Thematic analysis of the data showed several key outcomes. Students improved their technical crisis communication skills, such as crafting messages, handling press conferences, and responding under pressure, and also began to imagine themselves working in the PR field. Many reported feelings more confident in their abilities, more capable of making decisions during stressful situations, and more aware of the emotions involved in professional work. This study shows that simulation-based learning can be a powerful way to close the gap between theory and practice in Malaysian higher education. By giving students, a safe but realistic space to practise professional roles, simulations prepare them for workplace challenges.
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