ABSTRACT
In summarizing the key messages from the book, we note that between 2013 and 2020, the need for online and blended learning between schools to promote global citizenship is stronger than ever. In addition to the earlier arguments in favor of online learning, for example, how it opens up new ways of “knowing” those from different cultures and backgrounds, we introduce new arguments regarding its light environmental footprint and its cost-effectiveness. We identify new insights from research which suggest that online contact can be as effective as face-to-face work when the right conditions are created to enable the development of trust and friendships. We identify the frequency of contact using software that enables regular pupil-to-pupil interaction as particularly important.
We also note the pivotal role of teachers and the kind of professional learning they need to deliver high-quality programs in their schools.
While the mid- to long-term impact of the COVID-19 virus is still uncertain, it’s clear that there are now more young people studying online than at any other time in the history of the planet. This chapter, and the book as a whole, provide educational policy makers, academics, and teachers with key insights into how online and blended learning can have a pro-social and moral purpose in the promotion of global citizenship.
