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„The shift from teaching to learning” describes a new paradigm in pedagogy and didactics. Simulations are said to be an adequate method for this shift, said to achieve several learning outcomes ascribed to the new paradigm. In this paper, we will, first, describe the new paradigm. Second, we will discuss advantages ascribed to simulations. Third, we will describe a simulation practiced in Mainz in the last years, Model European Union Mainz (MEUM). Fourth, we will present some findings of an extensive qualitative and quantitative evaluation which accompanied MEUM. And finally, we will discuss some conclusions for simulating the EU.