This opinion piece challenges the perception of international virtual exchange (IVE) as a secondary option to traditional study abroad for marginalized students. It argues that IVE and study abroad should be seen as distinct approaches, each with unique strengths and weaknesses in terms of equity and inclusion.

This article investigates the significance of virtual exchanges for students in the Global South by analyzing a 3-year partnership between universities in the United States and Liberia. The study explores the benefits and distinct experiences of students from both regions, emphasizing the need for culturally responsive and equitable virtual exchange programs.

This article presents a 6-week virtual exchange project that connected undergraduate students from the University of Wisconsin-Eau Claire in the United States and Taylor’s University in Malaysia. The project aimed to foster diversity, equity, and inclusion while enhancing students’ cultural awareness and intercultural understanding. Emphasizing access, inclusion, diversity, and equity (AIDE), the project was designed with mutual benefit, using Flipgrid as the online video recording tool and open-ended discussion topics.

While many undergraduate students—like teacher candidates—would like to study abroad, the costs associated with study abroad programs can be a significant barrier. This can be especially true for first-generation university students who may not even consider studying abroad because of the high costs. International virtual exchange programs—like Globally Networked Learning (GNL)—provide affordable and equitable access to international experiences. In this article we described a GNL experience between students in Germany and the United States.

Virtual exchange holds promise in providing international education access to marginalized student populations, including community college students. However, equitable access faces challenges related to technology, linguistic power dynamics, time zones, and faculty/administrator resistance. A study examined access patterns at two U.S. Southeast community colleges, revealing racial/ethnic and disciplinary disparities.

This article examines practices for engaging diverse participants in a virtual exchange (VE) program. Facilitators underwent comprehensive cross-cultural training to lead VE sessions between Moroccan, Iraqi, and American students. The VE focused on United Nations Sustainable Development Goals, and bi-national teams addressed local issues related to responsible consumption, climate action, and more.

This article delves into best practices for effectively engaging diverse participants in virtual exchange programming. While global learning experiences are essential for student development, in-person exchanges often face barriers limiting access for underrepresented minority students. Drawing from Soliya’s extensive 20-year experience in impactful program design, this article highlights strategies to expand access and foster inclusion for youth in underserved communities.

Adult learners bring years of experience—professional and personal—that influence how they learn and engage with others. Virtual exchanges hold potential for adult learners to challenge and reexamine their ways of knowing, and promote and expand the inclusion of diverse and underrepresented learners.

The Global Classroom for Democracy Innovation (GCDI) exemplifies a shift toward inclusionary, co-created pedagogy in virtual exchange contexts by embedding students as facilitators and co-designers in the educational process. This approach challenges extractive models of knowledge transfer and aligns with design justice principles to foster equitable, cross-cultural collaboration (Constanza-Chock, 2020; Baran & Correia, 2009).

This opinion piece discusses the benefits and barriers of virtual exchange programs (VEPs) in Libya. The Business & Culture (B&C) VEP, facilitated by the William Davidson Institute at the University of Michigan, has provided improved educational access and cross-cultural competencies for students in Libya. However, barriers such as limited access to technology and challenges in cross-cultural collaboration exist. The program has addressed these barriers by providing meeting spaces and partnering with co-working spaces in different regions of Libya. The article emphasizes the need to continue expanding VEPs to ensure accessibility for students from diverse backgrounds in Libya and beyond