Paola Cascinelli
The COVID-19 pandemic has had a major impact on our relationship with technology, forcing a transformation that has been underway for some time. This change has also impacted the higher education sector and, within it, the possibilities offered by greater internationalization. This article wants to expand these initial insights, defining ICT-enabled curriculum internationalization and underlining how it connects the classroom to the world’s knowledge exchange and production ecosystem, enabling both students and instructors to learn from and contribute to its richness.
After a brief excursus of the history of global digital training tools and an account of the definitions offered by the literature, the characteristics of a virtual global classroom will be highlighted, underlining what makes it different from in-person training opportunities. The concepts of virtual third space and community, as well as Post-Gutenberg Learning and Superadditivity, will be used to show the advantages of virtual global classrooms in the field of social science training and how it can be, with the necessary adjustments, more than a poor substitute for in-person learning.
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