From the abstract: "...the objective of the study was to measure changes in student IC before and after participating in the remote course with intercultural learning (ICL) assignments embedded into animal science topics."

Wickenhauser, J., Rosenkrans, A., Ebner, P., Flaherty, E. A., & Karcher, E. L. Intercultural competence: Fostering skill development during emergency remote learning. NACTA Journal. 65: 288-296.

From the website: "The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the necessity of incorporating global citizenship and intercultural competence development into education curricula at all levels."

Sapkota, B. K., Zhou, L., Mbewe, R., Newton, J., & Phillion, J. (2023). Fostering Preservice Teachers’ Social Justice Awareness and Intercultural Competence through a Virtual Global Community of Practice. At School in the World: Developing Globally Engaged Teachers, 212.

Krishnan, LA., Sreekumar, S., Sundaram, S., Subrahmanian, M. & Davis, P. (2021). Virtual ‘Study Abroad’: Promoting Intercultural Competence Amid the Pandemic. The Hearing Journal, 74(4), 38-40. https://doi.org/10.1097/01.HJ.0000743740.67628.33

From the abstract: "The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach."

Jaiswal, A., Masters, C., Jin, L., Inani, T., Schenkel, A., Sapkota, M., & Krishnan, L. (2023). It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities. Perspectives of the ASHA Special Interest Groups, 1-21. https://doi.org/10.1044/2023_PERSP-23-00015

From the abstract: "In this paper, [the authors] studied the implementation of a course on global history as a blended section of a massive open online course (MOOC) and the learning challenges faced by the students in three crisis contexts: Azraq refugee camp (Jordan), Kakuma refugee camp (Kenya), and Amman urban refugee center (Jordan)."

Dridi, M.A., Radhakrishnan, D.B., Moser-Mercer, B., DeBoer, J. (2020). Challenges of Blended Learning in Refugee Camps: When Internet Connectivity Fails, Human Connection Succeeds. International Review of Research in Open and Distributed Learning, 21(3), 250-263. https://doi.org/10.19173/irrodl.v21i3.4770