Video – Introduction to Critical Virtual Exchange

Welcome to our introduction to Critical Virtual Exchange. Through Virtual Exchange, we aim to foster intercultural competence, critical thinking, and meaningful dialogue across borders. In the following minutes, I will introduce you to Critical Virtual Exchange, or CVE for short. We will begin by revisiting the foundational ideas of Virtual Exchange, and then examine how these ideas have evolved into a more critical, action-oriented pedagogical approach.

To begin with, let’s briefly revisit what we mean by Virtual Exchange. Virtual Exchange is a pedagogical practice supported by extensive research. It involves sustained, technology-enabled interaction between students and teachers from different geographical and cultural backgrounds. It is not just about communicating across borders – it’s about constructing meaningful dialogue and initiating collaborative projects or activities. These exchanges are usually facilitated by educators and embedded into the formal curriculum. Importantly, Virtual Exchange merges the deep personal impact of intercultural dialogue with the broad accessibility of digital technologies. It opens the door to global collaborative learning experiences for a wider range of students – including those who may not be able to participate in physical mobility programs.” Building on this foundation, we will now turn to the concept of Critical Virtual Exchange, or CVE for short. In the following, I will introduce you to the concept of Critical Virtual Exchange, or CVE for short.

We will begin by revisiting the foundational ideas of Virtual Exchange and then explore how scholars have called for a more critical and action-oriented approach in recent years. Critical Virtual Exchange asks us to look beyond merely connecting learners across borders. It challenges us to recognize that Virtual Exchange is not a neutral space. Students’ diverse social realities – including their levels of digital literacy, communicative competence, and semiotic skills – profoundly shape their learning experiences. Furthermore, Virtual Exchange is mediated twice: once through technology, and once through language – often English. These mediations influence what knowledge is included, whose voices are heard, and which assumptions underpin our exchanges. In moving towards CVE, our goal is to design and facilitate exchanges that actively promote equity, challenge power structures, and foster meaningful global learning. To counter the challenges described, we heavily referred to the concept of CVE as outlined by Hauck and colleagues when developing our educational activities in the ROCKET project. This critical framework has guided our efforts to ensure our Virtual Exchange design is inclusive, equitable, and responsive to the diverse needs of our participants. Building on our introduction to Critical Virtual Exchange, recent research by Miriam Hauck, published in  2023, offers a clear framework for how to intentionally design exchange projects that go beyond fostering intercultural understanding. Instead, Critical Virtual Exchange focuses on equity, accessibility, and global responsibility within educational settings. This approach highlights several key elements: First, it advocates the use of low-bandwidth technologies. This is essential to ensure that all students – regardless of their technical infrastructure – can participate equitably.

Second, public engagement beyond the classroom is emphasized. Learners are encouraged to connect their academic experience with real-world issues and communities, making their learning more meaningful and socially connected. Third, translanguaging is integrated into the design of exchanges. Students are invited to use their full linguistic repertoires rather than being limited to one dominant language, such as English. This practice supports inclusion and validates linguistic diversity. Fourth, Critical Virtual Exchange aligns with the United Nations Sustainable Development Goals (SDGs). These global goals offer a shared framework and purpose, helping students to relate their learning to wider global challenges. Finally, there is a strong emphasis on Internationalization at Home. This means that global learning opportunities are made accessible to all students, regardless of their ability or desire to travel internationally. Importantly, these opportunities are embedded into the local curriculum, allowing students to engage in intercultural encounters as a regular and integral part of their studies.

So, what exactly is Critical Virtual Exchange? First and foremost, it is action-oriented. The goal is not only to learn about global issues but to empower students to act and contribute to meaningful change. Here, the interplay between local and global perspectives is crucial: students explore issues from multiple viewpoints and understand how they can make a difference not only globally but also within their own local contexts. Secondly, CVE centers on the development of critical digital literacy. This extends beyond basic digital skills by encouraging learners to critically examine how digital tools shape knowledge, identity, and power dynamics. Thirdly, it represents a form of critical global citizenship education. Learners are guided to question dominant narratives and to reflect on their own roles and responsibilities as members of a global society. Finally, Critical Virtual Exchange creates space for critical reflection on various hegemonies – whether related to language, technology, or culture – that influence how students experience and participate in exchange settings. Let’s now turn to how Critical Digital Literacy – a core pillar of Critical Virtual Exchange – can be effectively implemented.

Key learning objectives in this area include: First, helping learners establish both basic and critical forms of digital literacy, moving beyond technical proficiency to understanding the broader implications of digital engagement. Next, empowering learners to use their voice online in informed, responsible, and meaningful ways. For example, with emerging technologies such as artificial intelligence, students learn how information is collected and processed, how to prompt AI for different responses, and how to critically evaluate those responses to make informed decisions about using such tools. Additionally, learners are encouraged to reflect on how technology shapes not only what we learn, but also how we learn and interact with others in digital environments. Moreover, it promotes the responsible and ethical use of digital tools and platforms, ensuring students recognize their role in maintaining respectful and equitable online spaces. Finally, learners gain insight into the underlying structures, conventions, and power relations embedded in digital media. For instance, consider how norms differ in video conferencing platforms like Zoom – from community group expectations to choices around sharing video, using chat versus voice, adapting display names to include pronouns, or deciding whether to use real names. These conventions shape participation and influence power dynamics within digital interactions. Providing concrete examples like these helps students critically navigate and contribute to digital spaces in ways that reflect awareness of equity, inclusion, and respect.

The second essential pillar is Critical Global Citizenship Education. This component  focuses on connecting classroom learning with global realities and social justice issues. Some of the key goals here are: First, to embed real-life issues and scenarios into the course design,  allowing students to make sense of abstract concepts through concrete global challenges. Second, to encourage learners to reflect on their own values, assumptions, and the power dynamics that shape both local and global societies. Third, to create opportunities for students to ask: What action could be taken? By whom?  And on what level – individually or collectively, locally or globally? Finally, when appropriate, educators are encouraged to involve external stakeholders – such as NGOs, community partners, or professionals – so that students’ learning can extend beyond the classroom and into the real world.

With these principles of Critical Virtual Exchange in mind, it is important to  emphasize the pivotal role of teachers in this context. For CVE to evolve meaningfully,  educators must be well-prepared and act as mentors who guide students through their  intercultural learning journey. This mentorship involves fostering constructive dialogue and  collaboration that supports critical reflection and inclusive participation. But what does this mean for you as a teacher facilitating a Critical Virtual Exchange? How does this impact your professional role and pedagogical approach? Let’s take a moment to reflect on this before we move into group discussions.  Now, in your breakout groups, please start by sharing your notes from the  earlier activity and then discuss ‘The role of pedagogical mentoring in Virtual Exchange.’ For the first ten minutes, discuss this question within your group: How does your role as a teacher change in a Virtual Exchange compared to traditional teaching? For the following ten minutes, please reflect on this follow-up question: Which pedagogical mentoring activities do you find particularly helpful to: Build a sense of safety and trust among participants, and Guide learners in negotiating difference during intercultural exchange? A few organizational notes: You will be automatically brought back  to the main session after  20 minutes. Please keep notes on important points and reflections, as we would like to hear from you afterward. One facilitator will drop into your breakout room to clarify any questions or support your discussion. If you have any issues, you can also return to the main room at any time. Slide 16 – Let’s Hear from You In just a few words, what were your key takeaways from this discussion? What stood out  for you regarding the evolving role of the teacher in Virtual Exchange? To conclude, let us return to the bigger picture. Drawing from the work of Hauck (2021) and  Satar (2021), it is crucial to recognize that Virtual Exchange is not a neutral space. Existing inequalities and power dynamics do not disappear in virtual environments. Rather,  students’ diverse social realities – including differences in digital literacy, communicative competence, and semiotic skills – deeply shape their learning experiences.  Furthermore, Virtual Exchange is mediated twice: once through technology,  and again through language – often English. These mediations influence which knowledge is included, whose voices are heard, and what assumptions are embedded within our exchanges. Therefore, when designing and facilitating Critical Virtual Exchanges, we are called not only to connect learners across borders but to do so in ways that actively promote equity, challenge power structures, and foster meaningful global learning. As a critical takeaway, I invite you to reflect on your own (online) teaching practice: Have you consciously taken these issues of equity, inclusion, and power into account? I encourage you to discuss this question with a colleague and learn from their experiences as well.

Finally, please note there is an asynchronous  extension of this session available for those interested in deepening their engagement. We are currently finalizing the enrolment process, and will provide more information shortly. I would like to leave you with the powerful words of Angela Davis: “I am no longer accepting the things I cannot change. I am changing the things I cannot accept.” Thank you for your participation and thoughtful reflections throughout this session.