Work-in-Progress—Global Citizenship: A Journey Through Immersive Education

Abstract

As technology and globalization transform education, virtual reality (VR) and augmented reality (AR) emerge as culturally immersive tools that can make the world a classroom. This paper examines how these technologies can facilitate equitable access to international and intercultural learning experiences remotely. Joseph Aoun’s [1] “humanics” is a guiding principle of this work, and Chris Dede’s [2] criteria for evaluating immersive virtual learning environments provides the basis for an evaluative analysis of VR and AR platforms that simulate study abroad and global experiences. Through a systematic review of international immersive learning experiences using the following criteria: immersion, transfer, environment, customization, scalability, and affordability, the efficacy, affordances, and limitations of these immersive technologies are assessed [2]. The findings offer valuable insights into the most effective features for delivering quality international experiences from a distance. This is particularly beneficial for students encountering financial constraints. Key considerations regarding pedagogy, cost, accessibility, and equity offer deeper insights for effectively integrating VR and AR into higher education's internationalization efforts.