Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye

This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools.

Practitioner notes

What is already known about this topic?

• Virtual exchange offers cost-effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility.

What does this paper add?

• Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case.
• Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts.

Implications for policy and practice

• Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms.
• Institutions should prioritize virtual exchange and technology integration in internationalization, provide adequate resources for students and faculty members and incentivize virtual exchange.