De-Identified Interview Summaries_The ABCs of Young People and Virtual Exchange (VE): Access, Benefits, and Content

This chapter explores existing Virtual Exchange (VE) models, contents, outcomes, and potential barriers to VE program adoption in pre-university education in the following regions: Africa, Asia, Europe, Middle East, and South America. The study used a qualitative approach, blending collaborative action research (AR) and remote ethnography. The researchers worked closely with teachers, administrators, VE coordinators, organizations promoting VE, and students to produce case studies in the form of narrative descriptions, presented in vignettes, as a unit of analysis. Common challenges identified were related to lack of connectivity and equipment needed to take part in VE programs, time differences, limited financial resources/incentives, language barriers, and lack of parental consent. Some challenges were specific to certain regions, such as difficulties in identifying partners in Central Asia, lack of government support in North Africa, and lack of dedicated spaces for VE meetings in Europe. In terms of outcomes, educators and students alike have reported improved language proficiency, communication skills, and intercultural competence. The findings suggest several challenges and successes, many of which are universally shared[1] across regions, and others that are region- or country-specific. The results from this study can be utilized to address both types of challenges (universal and regional), extending the reach of VE programs to marginalized communities that can be empowered by the benefits of intercultural communication and knowledge exchange.