Chapter 10 Integrating the United Nations’ Sustainable Development Goals into a teacher preparation program: Developing content for virtual exchanges

Ensuring sustainability in internationalisation efforts at higher education institutions

“…This initiative also enables important exchange opportunities that would not be possible in person, especially considering the challenging scenario of the COVID-19 pandemic and the barriers faced by low-income students, such as the costs of transportation, lodging and fees that impose inequities in the accessibility of such opportunities. The same occurs in the virtual exchange experience described by Lenkaitis (2022), involving HEIs from the USA, Colombia and Poland. This study reveals that students in different geographical locations who partner with each other through technology can benefit from incorporating SDG content into their virtual exchange activities.…”

Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

“…Five of the twenty-one were theoretical or conceptual articles [8][9][10][11][12]. The majority of the articles, 13, were peer-reviewed research studies [13][14][15][16][17][18][19][20][21][22][23][24][25]. Of these studies, eight employed qualitative methods [13,[15][16][17]19,23,25,26].…”

“…One article employed a quantitative pre/post survey design [18]. Eight studies adopted mixed-methods approaches combining descriptive statistics or an analysis of surveys/questionnaires with either qualitative interviewing, a thematic analysis of open-ended survey/questionnaire responses, a thematic analysis of student reflections, or a document analysis [10,14,[20][21][22]24,27,28].…”

“…Of the twenty-one studies considered in this review, six were published in 2021 [11,16,21,26,27]. Thirteen articles were published in 2022 [8][9][10]14,15,17,18,20,[22][23][24][25]28]. Two articles reviewed were published in 2023 [12,13].…”

“…Twenty-two countries were represented in sixteen of the articles that addressed the application of IVE in specific courses or programs [10][11][12][13][16][17][18][19][20][21][22][23][24][25]27,28]. The United States was most represented in 10/16 articles; South Africa was represented in 3/16; Argentina, Brazil, China (including Hong Kong), Germany, Japan, Netherlands, Turkey, and the United Kingdom were represented in 2/16; and Canada, Colombia, India, Iraq, Italy, Jordan, Liberia, Poland, Russia, Spain, and Sweden were represented in 1/16.…”