Global Learning Experience: Developing Intercultural Competence Through Virtual Exchange

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Melissa Ockerman, Marta Milani, Elisa M. F. Salvadori, Agostino Portera
Publishing Year 2023 Issue 2023/2
Language English Pages 22 P. 288-309 File size 0 KB
DOI 10.3280/ess2-2023oa16402
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It becomes clearer every day that the world faces a broad array of global challenges that will likely be solved if people – especially young people – from a wide range of backgrounds holding diverse beliefs and practices, develop the competences to sit with those different from themselves to solve problems – or they will not be solved. An evidence-based practice to help mitigate this challenge in higher education has been the proliferation of Information and Communications (ICT) and e-learning strategies. A virtual exchange program, the Global Learning Experience (GLE), provided an ample opportunity to structure collaborative international learning experiences, and thus foster the development of intercultural competence, amongst graduate level counseling and social work students. Using a naturalistic-interpretive paradigm, the authors examined students’ general perceptions about the GLE, how it both benefited students and posed challenges, and, importantly, how it impacted students’ development of intercultural competence. We offer implications and recommendations.

Keywords: ; Intercultural competence; Intercultural education; Intercultural counselling; Counsellor education; Virtual exchange

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  • Examining the effects of international mindedness among prospective teachers on intercultural competence in higher education institutions: an empirical analysis Kamran Hyder Malik, Hazri Jamil, Aziah Ismail, Gul Muhammad Rind, Sobia Bhutto, in Journal of Applied Research in Higher Education /2024
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Melissa Ockerman, Marta Milani, Elisa M. F. Salvadori, Agostino Portera, Global Learning Experience: Developing Intercultural Competence Through Virtual Exchange in "EDUCATION SCIENCES AND SOCIETY" 2/2023, pp 288-309, DOI: 10.3280/ess2-2023oa16402