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0.408
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All Journal International Journal of Educational Technology and Society Global Education : International Journal of Educational Sciences and Languages
Imelda Kusumastuty
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Virtual Exchange Programs for Cross Cultural Communication and Global Collaboration among University Students Dewi Nuryanti; Imelda Kusumastuty; Arvy N. Osma
International Journal of Educational Technology and Society Vol. 1 No. 3 (2024): September : International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v1i3.413

Abstract

The rapid expansion of digital platforms in higher education has paved the way for Virtual Exchange (VE) as a viable alternative to traditional student mobility programs. VE leverages online technologies to connect university students from diverse cultural and academic backgrounds, enabling cross-cultural communication and global collaboration without the financial and geographical barriers associated with physical exchanges. Despite its potential, challenges remain regarding student engagement, technological limitations, and reduced immersion compared to face-to-face interactions. This study aims to evaluate the effectiveness of VE in fostering intercultural awareness and teamwork skills among university students. A mixed-method approach was employed, combining quantitative surveys to measure intercultural competence and collaboration with qualitative interviews to explore students’ experiences in depth. The findings indicate that VE contributes significantly to the development of intercultural understanding, digital literacy, and teamwork, with students reporting enhanced awareness of cultural diversity and improved adaptability in online collaboration. Visual and statistical analyses highlight clear patterns in how VE facilitates skill development, while qualitative data emphasize both the benefits and obstacles students encounter, such as managing time zone differences and cultural nuances. The study concludes that VE represents an inclusive and scalable educational approach that complements traditional exchange programs, offering broader access to global learning opportunities while addressing issues of equity and accessibility. However, its limitations suggest that VE should be integrated strategically, potentially through hybrid models that balance virtual and physical mobility to maximize its impact.
Influence of Teachers’ Pedagogical Beliefs on Technology Integration in Language Education within Global Learning Contexts Imelda Kusumastuty; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.313

Abstract

This study explores the influence of teachers' pedagogical beliefs on the integration of technology in language education. Teachers' beliefs significantly impact their technology adoption and how it is utilized in the classroom, shaping the learning experiences of students. The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews with classroom observations to examine the relationship between teachers’ beliefs and their use of technology in language education settings. The findings reveal that teachers with constructivist beliefs, which emphasize active, student-centered learning, are more likely to integrate technology in ways that support engagement, collaboration, and critical thinking. In contrast, teachers with traditional, teacher-centered beliefs are more likely to use technology primarily for content delivery and repetition, limiting its potential to foster interactive and student-driven learning environments. The study also highlights the gap between teachers' positive beliefs about technology and their actual practices, which are often hindered by external barriers such as lack of training, resources, and institutional support. The research suggests that professional development programs should address both pedagogical beliefs and technological competencies to facilitate successful technology integration. Furthermore, the study calls for future research to explore how specific pedagogical models, like constructivism, can be further aligned with technology integration to improve learning outcomes. The research also emphasizes the need for longitudinal studies to understand the evolution of teachers' beliefs and their impact on technology use in language education.
Co-Authors Arvy N. Osma Dewi Nuryanti Dina Destari Noura Rizqyannisa Hidayat