Fostering Intercultural Competence through Telecollaboration on SDGs: A Multinational Study with Student Teachers
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| Title: | Fostering Intercultural Competence through Telecollaboration on SDGs: A Multinational Study with Student Teachers |
|---|---|
| Language: | English |
| Authors: | Samed Yasin Öztürk (ORCID |
| Source: | SAGE Open. 2025 15(4). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intercultural Communication, Cultural Awareness, Telecommunications, Sustainable Development, Cooperative Programs, Student Teachers, International Organizations, Foreign Countries, English (Second Language), Language Teachers, Preservice Teachers, Citizenship Education, Global Approach, Student Attitudes, Computer Mediated Communication |
| Geographic Terms: | Turkey, Germany, Israel, Brazil |
| DOI: | 10.1177/21582440251393115 |
| ISSN: | 2158-2440 |
| Abstract: | This study explores how a telecollaborative project involving student teachers from four countries fosters intercultural communicative competence (ICC) through collaborative tasks centered on the United Nations' Sustainable Development Goals (SDGs). The overarching goal is to nurture intercultural communicative competence and promote global awareness among learners. Telecollaboration emerges as a particularly apt vehicle for realizing this aim, given its capacity to unite learners from disparate geographical locations via online platforms, enabling collaborative engagement on shared tasks aimed at achieving collective objectives. The primary objective of this 8-week telecollaborative study was to examine the extent to which participation in a telecollaborative project focusing on the theme of global citizenship education contributes to the promotion of Intercultural Communicative Competence (ICC) among 42 student teachers of English from Turkey, Germany, Israel, and Brazil. The study contributes to the growing body of research on virtual exchange and SDG-based pedagogies and suggests practical implications for curriculum development in teacher training. Limitations include the reliance on self-reported data and a limited number of interview participants. Future research should examine long-term impacts of telecollaborative projects and explore mixed-methods approaches to enrich findings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495258 |
| Database: | ERIC |
| Abstract: | This study explores how a telecollaborative project involving student teachers from four countries fosters intercultural communicative competence (ICC) through collaborative tasks centered on the United Nations' Sustainable Development Goals (SDGs). The overarching goal is to nurture intercultural communicative competence and promote global awareness among learners. Telecollaboration emerges as a particularly apt vehicle for realizing this aim, given its capacity to unite learners from disparate geographical locations via online platforms, enabling collaborative engagement on shared tasks aimed at achieving collective objectives. The primary objective of this 8-week telecollaborative study was to examine the extent to which participation in a telecollaborative project focusing on the theme of global citizenship education contributes to the promotion of Intercultural Communicative Competence (ICC) among 42 student teachers of English from Turkey, Germany, Israel, and Brazil. The study contributes to the growing body of research on virtual exchange and SDG-based pedagogies and suggests practical implications for curriculum development in teacher training. Limitations include the reliance on self-reported data and a limited number of interview participants. Future research should examine long-term impacts of telecollaborative projects and explore mixed-methods approaches to enrich findings. |
|---|---|
| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251393115 |
