ABSTRACT

This study examines the impact of Virtual Exchange (VE) on the development of global citizenship competences. One hundred and six participants from universities in Mexico, Poland, Spain, and the USA took part in a 6-week synchronous VE. Adapting Reysen, S., and Katzarska-Miller, I. (2013. A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858–870. https://doi.org/10.1080/00207594.2012.701749) survey, VE participants were asked to rate global citizenship and their approval for prosocial values and behaviours such as: intergroup empathy and valuing diversity. These results, along with qualitative analyses of open-ended questions, provided evidence of global citizenship development. This development illustrates how instructors could implement VE that could include tasks aiming at fostering global citizenship development.

摘要

本研究探讨了虚拟交流 (VE) 对全球公民能力发展的影响。来自墨西哥、波兰、西班牙和美国大学的 106 名参与者参加了为期 6 周的同步 VE。改编 Reysen, S. 和 Katzarska-Miller, I.（2013 年。全球公民模型：前因和结果。国际心理学杂志，48(5), 858–870。https://doi.org/10.1080/00207594.2012.701749）调查中，VE 参与者被要求对全球公民身份及其对亲社会价值观和行为的认可度进行评分，例如：群体间的同理心和重视多样性。这些结果，连同对开放式问题的定性分析，提供了全球公民发展的证据。这一发展说明了教师如何实施 VE，其中可能包括旨在促进全球公民发展的任务。