Virtual exchange in Norwegian vocational education: Productive or problematic intercultural communication?

Abstract

Globalisation and the rapid advancement of technological innovation call for increased attention to critical digital literacy in education. Simultaneously, there is a need to focus on intercultural communication to ensure inclusivity and tolerance for students in an interconnected world. This article presents findings from qualitative research on virtual exchange (VE) in Norwegian vocational education. Using semi structured interviews and participant observations, the research question that guided the study was: How do vocational training students describe their experiences of VE as engagement in intercultural communication? The findings show that the Norwegian participants describe increased intercultural curiosity and appreciation based on their experience with intercultural communication. However, these experiences are also compounded by the presence of cultural othering. It is suggested that critical digital literacy can help foster intercultural sensitivity and self-awareness of how symbolic power operates in VE, which can facilitate inclusive online intercultural communication.