Abstract
People worldwide have been grappling with unprecedented levels of stress and related mental health issues, increasing both in the workplace and on campuses before the pandemic, spiraling upward with reports by students and employees from all levels of socioeconomic backgrounds (APA 2023). Countries are lagging in addressing this rising trend (WHO 2022). Simultaneously, global virtual teams (GVTs) have grown in importance in the workplace and classroom. To examine how GVTs impact learners and learning environments, a longitudinal study pre pandemic (2018) lasting through the pandemic (2021) tested a model of resiliency based on the factors of discernment, resourcefulness, problem solving, consideration of future consequences (CFC), critical thinking, and culture. GVTs was used as an intervention comparing resiliency based on a sample of before the GVT experience (n=584) and after (n=399), with learners from seven universities across six cultures. Results show that GVTs can boost resilience but require discernment and resourcefulness. Students value critical thinking after GVTs and after controlling for the pandemic, GVTs did not affect resiliency, suggesting that redirecting learners to new factors can enhance resilience. Resilience helps employers, instructors, and individuals manage mental health issues while GVTs build resilience in students and employees for international business uncertainties.
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