An important goal of education is to prepare a workforce that can meet the human resource requirements of the global market to support social and economic developments. Whenever the global economy undergoes a revolution, its workforce requirements will change, and educational systems must transform accordingly. The COVID-19 pandemic advanced the digital transformation of the global economy, accelerating existing trends in remote work, e-commerce, and automation (McKinsey, 2022). Studies show that socially disadvantaged members of society face unique challenges within the global digital economy (Helsper, 2008). This article highlights the growing need for strategic student preparation for an increasingly interdependent global and digital economy, and the importance of overcoming limitations higher education institutions (HEIs) impose on virtual exchange (VE). We discuss the challenges socially disadvantaged students face in an increasingly digital global economy. We then expound on why it is crucial for HEIs to intentionally tackle these challenges if they mean to develop inclusive and equitable global education programs. Lastly, we detail how HEIs can begin to tend to these challenges and utilize VE as a method to advance equity.
Educational equity means that each learner receives what they need to achieve their full academic and social potential. Helsper (2008) found that those who suffer social disadvantages such as limitations in skill, health, or income tend to be excluded from the global digital economy. These findings are troubling because global digital engagement is a prerequisite to compete and succeed in a world that leverages digital cooperation. Educational systems must respond to this trend of inequity by intentionally preparing underserved students for the advancing digital world. Moreover, the World Economic Forum (2023) emphasizes the critical need for digital and technology skills, collaborative problem-solving, self-management, innovation, creativity, global citizenship, and civic responsibility. Virtual exchange provides students with opportunities to gain these global competencies within their coursework. It links students and classrooms around the world through co-taught, blended online coursework, bridging the physical distance between students through technology (AAC&U, 2023). In short, VE is a modality of effective teaching and learning that can offer the educational equity needed for students to thrive in an accelerating global digital economy.
The Role of Higher Education Institutions
Although VE has the capacity to develop critical skills for all students, it has met restrictions within HEIs, such as limited institutional motivation, knowledge, or support. In response to the pandemic, HEIs have more widely adopted the use of VE, primarily as a method for internationalization and a response to the curbed opportunities for study abroad; increasing access to global learning. With the rapidly shifting landscape of the workforce, this article is a call for HEIs to place emphasis on VE as an institutional strategy for effective teaching and learning, building global competence as part of their institutional commitment to student success. We place the onus on HEIs to meet this challenge for two reasons: Firstly, they are the most equipped to address the need. Studies show that HEIs have a long-standing record of directly impacting and upskilling diverse student populations (Gasman, 2013; Charles & Togunde, 2022). Secondly, meeting this new growing need is imperative to HEI survival as it affects their ability to adapt to the evolving needs of the diverse students they serve (Bista & Pinder, 2022; Chama & LeBeau, 2022).
The Way Forward
Businesses and jobs are changing: The latest World Economic Forum (2023) report on the Future of Jobs suggests companies in 26 advanced and emerging economies are rapidly digitizing their work processes. The demand from global industries supports the increased need for collaborative problem-solving, global networks, and civic responsibility, all of which VE cultivates. Moreover, VE, when supported with financial resources, professional development, and institutional strategy, has the potential to advance social mobility for disadvantaged students and enable active engagement in a digital economy. Institutional support in these areas can significantly contribute to the successful implementation and impact of VE programs (e.g., dedicated staff or office, funding and resources, professional development, campus curriculum integration, partnership development, and assessment). We suggest HEIs begin to address this growing need through a strategic approach following these action steps:
- Embrace VE as a method for effective teaching and learning at the institutional level
- Expand institutional commitment by increasing faculty professional development,
resources, and support for virtual exchange implementation.
Strategic Step One. Integrating virtual exchange as effective teaching and learning:
Research shows that globalizing student learning experiences through the curriculum is an impactful first step for a comprehensive internationalization process (Charles & Togunde, 2022). To date, HEIs are failing to embrace the full spectrum of benefits of VE. Although VE can be utilized to create opportunities for access and inclusion to international education and global learning, its full efficacy cannot be realized without true institutional commitment (Togunde & Charles, 2022; Akomolafe, 2022). HEIs will need to recognize inclusion for global digital engagement as a critical component of student preparation and will need to commit to a comprehensive strategic use of VE to meet that need. A fully supported VE program supports equity, inclusion, and accessible education by broadening global access, creating inclusive learning environments, providing customized learning pathways, ensuring technological accessibility, empowering underrepresented voices, and building global competencies. Virtual exchange as effective teaching and learning has the potential to transform higher education into a more equitable and inclusive space and foster skills needed to engage in global industries.
Strategic Step Two. The development of faculty global education skills & readiness.
HEIs that prioritize diversity outcomes alongside traditional measures of achievement are better equipped to meet the needs of an increasingly diverse student body and society (Anderson, 2008). Faculty readiness within such HEIs is said to be crucial to the success or failure of VE design and course implementation. Faculty members play a critical role in designing and implementing VE as meaningful learning experiences for students (Charles & Togunde, 2022). Impactful professional development provides faculty with the necessary knowledge, skills, and resources to effectively use VE tools and platforms, and design a curriculum that aligns with global competencies to foster intercultural learning and cross-cultural collaborations. By investing in professional development, HEIs can ensure that faculty are equipped with the pedagogical and technical skills needed to create effective virtual exchange coursework. With well-trained and supported faculty, institutions can better create environments that celebrate diversity, promote cultural understanding, and prepare students for success in an increasingly diverse and interconnected workforce.
Conclusion
Connectivity is a key driver of access to information and opportunity for economic development and community well-being. Each institution will need to tailor its support strategies for enabling global connectivity based on its specific goals, resources, and student population. The key is to provide the necessary infrastructure, funding, guidance, and recognition to facilitate and enhance VE experiences for faculty and students. In short, as the global economy continues to evolve, educators and leadership must recognize the value of VE as an institutional strategy to promote student preparation in the fourth industrial context. By embracing VE and systematically addressing social disadvantages and institutional limitations, HEIs can foster educational equity, inclusivity, and accessibility to create sustainable institutional change.
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