This paper discusses the role of Collaborative Online International Learning (COIL) projects in fostering Global Citizenship Education by connecting students across borders to address global issues like online gender violence. The collaboration between Florida International University (USA) and Fatec São Paulo (Brazil) enabled students to explore gender-based violence in online spaces.

The COVID-19 pandemic shifted global education from mobility to local community engagement, emphasizing diversity and interdependence. At Elon University, programs like Multifaith Scholars, Periclean Scholars, and the Interactive Media graduate course adapted by focusing on local partnerships while maintaining global learning goals.

As global educators, we must refocus on the ‘why’ of international education, especially after the COVID-19 pandemic. By fostering local-global connections and supporting marginalized communities, we can offer meaningful learning experiences that promote equity.

In this article, we will connect effective AIDE practices, with an emphasis on equity, in virtual exchange to efforts we have seen implemented in Stevens Initiative programming, pointing towards specific virtual exchange programs or Initiative-led efforts that model these effective practices.

The United Nations 2030 Agenda for Sustainable Development highlights 17 SDGs aimed at addressing global challenges like poverty, climate change, and inequality. These goals provide a framework for bridging global and local learning in education.

The COVID-19 pause offers a chance to refocus education abroad on language and culture programs. Online learning enhances language acquisition, while connecting study abroad to local communities deepens cultural understanding. Focusing on language skills for careers boosts employability, and intercultural knowledge prepares students for a global workforce. This shift can make study abroad more impactful and relevant.

Texas Woman’s University’s “Building Global Perspectives in the Humanities” project focuses on fostering global citizenship through local engagement. Aimed at increasing accessibility for economically disadvantaged students, the program emphasizes experiential learning and self-awareness to help students understand their role in global systems.

This article explores how a school-university Community of Practice (CoP) co-constructed a cross-cultural virtual exchange between students in China and the U.S., fostering global competence and mutual understanding.

The study discusses first-generation students gains from online community-based global learning during COVID-19, resulting in openness and adaptability and recommends approaches to succeed in uncertain environments.

Macro-principles are used to guide educators in designing equitable and effective virtual exchange programs and promote intentional planning, critical reflection, and the inclusion of diverse perspectives, aiming to foster meaningful experiences.