This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.

This opinion piece explores the potential of virtual exchanges (VE) to foster equity and inclusion in virtual classrooms. It emphasizes the need to challenge power asymmetries, including imperialism and linguistic domination, within initiatives promoting diversity, equity, and inclusion. Drawing on experiences from co-taught courses between universities in Argentina and the United States, the authors highlight two key aspects of VE for promoting equity and inclusion: centering voices from the Global South in course materials and encouraging transnational collaborations through project-based assignments and co-teaching teams

TOCA Online, a virtual language learning and cultural exchange program, aims to bridge the racial gap in language access for U.S. high school students of color. Partnered with NaTakallam, TOCA connects students with refugee conversation partners to study Arabic, Spanish, or French, fostering global competency skills and cultural awareness. The program supplements school-based language learning, enhancing classroom participation and knowledge of global landscapes.

This article explores the potential of virtual exchange (VE) in undergraduate teacher education to develop global competencies and foster diversity, equity, and inclusion (DEI). It presents the IGlobal model, an extracurricular club focusing on the United Nations’ Sustainable Development Goals, where preservice teachers collaborate virtually with international students to lead cross-cultural STEAM activities for middle school students.

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.

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.