Abstract
The changing cultural and social landscape of our world today, along with the emergence of various technologies, has redefined 21st century societies. In light of these changes, new pedagogical approaches have been implemented to support civic life, education, and communication in our highly complex, digitised era (Pegrum, Dudeney, & Hockly, 2018). One such approach is virtual exchange, a technologically-mediated practice which involves engaging classes in online intercultural interaction and collaboration projects with geographically dispersed partners (O’Dowd, 2007, 2019). Many studies (Helm, 2014; Hauck & Satar, 2018; Vinagre, 2016) have examined the role of technology in virtual exchange projects as well as the development of various digital competences, along with linguistic and intercultural learning. The present study contributes to the discussion pertaining to the role of technology in the virtual exchange context adding a critical digital literacies perspective manifested in the use of technology for global competence development and as a social praxis (Ávila & Pandya, 2013). Specifically, the study aims at exploring the students’ perceptions about digital skills development through their participation in a global competence virtual exchange project, as well as the ways in which students interact with technology in order to develop global competence and active citizenship.
Highlights
In a globalised world characterised by increased mobility and expanded access to technology, the need for new, 21st century skills has emerged (Dudeney & Hockly, 2016)
This study aims at exploring university students’ perceptions about digital skills development through their participation in a global competence virtual exchange project as well as at examining the ways in which students interact with technology in order to develop global competence and active citizenship
This paper reports on the Cypriot perspective of the virtual exchange, focusing on data collected from 39 English for Specific Purposes (ESP) students of Business Management at the Cyprus University of Technology (CUT)
Summary
In a globalised world characterised by increased mobility and expanded access to technology, the need for new, 21st century skills has emerged (Dudeney & Hockly, 2016). The vast social and technological changes, along with a greater movement of people, knowledge, and ideas across borders (BrckaLorenz & Gieser, 2011), has created a world that is ever more interconnected and interdependent (Mansilla, Jackson, & Jacobs, 2013) With this reality in mind, many educational institutions have recognised the pressing need for including global perspectives in their education (Cushner & Brennan, 2007) while at the same appreciating the emerging nature of digital literacies which can support educational, professional, personal, social, and civic lives (Pegrum et al, 2018). In light of these efforts, new teaching methodologies embracing Web 2.0 technologies have been utilised in order to support innovative pedagogical interventions aiming at addressing intercultural, global, and digital objectives. This study aims at exploring university students’ perceptions about digital skills development through their participation in a global competence virtual exchange project as well as at examining the ways in which students interact with technology in order to develop global competence and active citizenship
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