Bridging Perspectives:
Fostering Global Dialogue in the University Classroom
By Krisztina Domjan
Spring 2025
I would like to share a dynamic initiative I developed at American University that’s been quite impactful in fostering connections between domestic and international students. My motivation? I aimed to provide an experiential learning opportunity for students to engage in meaningful dialogues on critical global issues, while also developing a global perspective. Digital citizenship—the impact of digital technologies on students’ lives—is one topic that students from all spheres of culture can critically discuss and reflect upon.
As an ELTA (English Language Training Academy/CAS) faculty member, I work with international students who need additional language support before they join regular college classes. A challenge we’ve noticed is the hesitancy of these students to interact with their domestic peers. Recognizing this skill gap, I sought to create opportunities that foster genuine engagement and exchange.
In addition to my role at ELTA, I teach a Complex Problems seminar called iGen Reboot, where students critically examine what it means to be informed, alert, engaged, inclusive, and balanced—digitally speaking. While we typically discussed digital citizenship within the U.S., as more international students signed up for this course, I realized that exploring global perspectives was a must. And if we can learn from a handful of international students in our class, why not create a wider platform through cocurricular activities to extend the circle and include even more voices from even more places?
This realization led me to create a cocurricular activity called Perspectives on Digital Citizenship Challenges Across the Globe in the Fall of 2021. This initiative is a significant step in enriching the educational experience for our diverse student body. Since then, these cohorts of students have gotten together to exchange perspectives on thorny issues in digital experiences and citizenship competencies.
Over several semesters, this digital citizenship global exchange initiative has been a central part of both my Complex Problems class and courses I teach in the ELTA program. In the Complex Problems class, our focus is on achieving a specific set of learning outcomes through engaging with real-world problems. The ELTA courses focus on developing language skills, although some also feature a thematic focus on digital citizenship competencies.
There are two versions of this activity depending on the type of class I teach: (A) Each cohort prepares engaging, visual-heavy, and informative chat stations for 7–10 days, and aims at an inclusive exchange of information discussing questions like: How do online participation challenges differ around the world? What are the common hurdles? What can we do to become more proficient digital citizens in 5 areas: informed, balanced, alert, inclusive, and engaged?
“What was most challenging was that we had a question about government control of the internet, and it was interesting to hear different perspectives from students from more authoritarian-leaning countries. I had to balance being respectful about different perspectives and not push if it is a taboo topic in a different culture with my curiosity.”
Student Feedback, Fall 2021
(B) Complex Problems students focus on one specific topic/issue and prepare interactive chat stations in groups for their guests, the ELTA students. At each chat station, a small group of students introduce their topic, explain the information on the posters, inquire about lived experiences and opinions, and ask the guests to participate in a quick activity that they designed for the given topic. Through this carefully structured cocurricular activity, stimulating discussions transcend cultural boundaries, allowing students to exchange ideas, challenge assumptions, and explore global issues more deeply. In addition to being enjoyable and engaging, they are well worth the preparation time and effort, since it is personally rewarding for the instructor and the students!
These students also met for a movie night where they watched a Black Mirror episode and discussed the global implications of the topic depicted in the show. Program leaders play an integral role in this event’s facilitation, and they are incredible partners. In addition to enriching the academic experience, this type of student engagement enhances intellectual flexibility. It centers Gen Z/iGeneration—their lived experiences and their roles in developing digital citizenship competencies—and encourages them to develop a sense of personal agency and to think critically about their own digital behavior, as well as the impact of their digital activities on the world around them.
When planning the activity, I wondered about the pedagogical framework for this activity as I designed it. During the pandemic, I had the opportunity to attend an American Association of Colleges & Universities (AAC&U) conference on learning assessment. At this conference, I discovered the concept of Global Learning and the VALUE rubric (Valid Assessment of Learning in Undergraduate Education). As I began to explore this rubric in depth, it became increasingly clear to me how I could integrate it into my teaching. The rubric provided the pedagogical framework that resonated with my aspirations for the courses: facilitating a constructive dialogue between students from my Complex Problems courses and the international students in the ELTA program. By focusing on Perspective Taking—“the ability to engage and learn from perspectives and experiences different from one’s own and to understand how one’s place in the world both informs and limits one’s knowledge”—we could bridge academic learning with real-world global insights. This synergy, I believe, could significantly enhance the educational journey for all our students.
It’s been fascinating to observe student reactions: surprised and enthusiastic to explore a range of topics, from lighter ones like global social media platforms, and science literacy, to more serious issues such as AI deepfakes, conspiracy theories, mental health–social media, and digital balance.
Besides fostering intercultural dialogue, the co-curricular activity also (1) equips students with the necessary competencies to address the complex global challenges of our time: how do we participate in the digital world that presents both challenges and opportunities?; (2) encourages students to practice their collaboration and communication skills; and (3) provides a welcoming space to offer their personal opinions outside of their sheltered classrooms.
Student feedback has been overwhelmingly positive. Students are actively engaged, noting similarities and differences across countries in parental guidance, government regulations, and responsible versus irresponsible online behavior, often citing personal examples. The dialogue not only covered common issues but also addressed cultural variations. For instance, in some countries, there may be more emphasis on the importance of respecting others online, while in others there is more focus on the importance of understanding the consequences of one’s actions. Some parents have stricter rules about online consumption than others, or some governments have stricter regulations about accessing content or certain websites due to the local laws in that country.
Initially, some students may feel nervous, but they soon realize the environment is not about judgment but reflecting on habits, challenging misconceptions and assumptions.
“I really liked this discussion. It was super interesting to see how online behavior differs between countries and how much of it is the same. It was also interesting to hear from the international students what restrictions are placed on the internet where they’re from. One thing I found that was similar across all countries was cyberbullying. Unfortunately, cyberbullying seems to be a universal thing that happens all around the world. I had some really great discussions with the international students and I’m very glad we had that opportunity.”
Student Feedback, Fall 2021
A striking consensus among both domestic and international students is the widespread addiction to electronics and a general lack of concrete knowledge about responsible digital participation. These discussions are eye-opening for students as they try to navigate being alert, informed, engaged, balanced, and inclusive in the digital realm. During these sessions, students from various backgrounds explore and propose solutions to these complex issues.
My hope is that this experience creates a ripple effect or a lasting impact, encouraging students to continue reflecting on these competencies, critically assessing their online behaviors, and spreading awareness about the nuances of digital citizenship.
Author Profile
Krisztina Domjan is an advocate of establishing inclusive pedagogy via using tech tools in education. She teaches Complex Problems, Intercultural Understanding, and Academic Writing Skills courses. She advocates lifelong learning, innovative teaching practices, continuous fieldwork, and research to enhance the learning experience and student retention.
Disclaimers
Images were captured by the instructor in the 2022, 2023, 2024 Spring and Fall semesters.
Student quotes are selected from a journal assignment on Canvas.
