Abstract

This study explores the impact of a virtual international program on promoting global experiences among teacher education students in the United States (US) and peers in Zimbabwe. Through this program, participants engaged in asynchronous dialogues, collaborations, and exchanges with peers overseas, in which they exchanged ideas on digital literacy and media literacy projects. Results indicate a notable enhancement in the US students’ abilities to engage with global issues and comprehend cultural differences through these dialogues. There are three key themes associated with global learning that emerged as a result of this study: (1) the crucial role of authentic discussions and exchanges, (2) the value of virtual online programs in providing global experiences, and (3) the influence of these engagements on enhancing intercultural literacy. This study highlights the potential for international collaboration in fostering authentic dialogue and understanding among students from diverse cultural backgrounds. The collaborative project served as a bridge between the US and Zimbabwe, providing participants with a platform for rich cultural exchanges and reflections on equitable access to technology and educational opportunities. Overall, this study highlights the importance of virtual international programs and the potential for international collaboration to enhance teacher education students’ ability to engage in meaningful international discourse and collaboration.