Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange

Abstract Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE measured and unpacked perceived learning gains from in this area using data multiple VEs mixed-methods approaches. In study, we explored the of IE development among pre-service teachers two exchanges. Using k -means cluster analysis reported IE, identified three groups students who high-medium-low gains. Cluster informed our qualitative students’ reflections VE. Having analysed 486 diary entries at four successive time measurements, factors critical to development: ability overcome challenges during VE, level engagement with their partners, cultural difference. These findings shed light what experiences influence participants’ perceptions learning. The study provides recommendations for design online collaborative programmes, such as might help address diverse needs.