2024 ACADEMIC REFLECTION REPORT 24
Chinua Achebe “ ”
I believe in the complexity of the human story and that there’s no way you can tell that story in one way and say, This is it. Always there will be someone who can tell it differently depending on where they are standing; the same person telling the story will tell it differently. I think of that masquerade in Igbo festivals that dances in the public arena. The Igbo people say, If you want to see it well, you must not stand in one place. The masquerade is moving through this big arena. Dancing. If you’re rooted to a spot, you miss a lot of the grace. So you keep moving, and this is the way I think the world’s stories should be told —from many different perspectives.
Dynamic Changes, Exchanges, and Opportunities
Compiling the Academic Reflection Report for 2024 was an enriching experience. Unlike in previous years, when we hurried to collect and edit submissions, last year we employed a structured, evidence-based approach that aligned with EDU Africa’s methodology. The theme of this report, “Dynamic Changes, Exchanges, and Opportunities,” serves as a guiding framework.
Dynamic Changes
The term “dynamic change” may sound tautological, but how else can one describe the flux, movement, and transformation that characterize the field of international education? Simply using the word “change” does not fully capture this concept. In the “Dynamic Changes” section, we feature reflections from various team members: Barry Rawlings, our Managing Director, shares insights on how EDU Africa has evolved over the past two decades; Esther Banda, one of our Program Designers, discusses changes in our programming approach; Heidi Barends, our Academic Director, offers an overview of transformation results; Levina Wentzel, our School Groups Specialist, presents perspectives on school program transformation; and Roseanne Kinyua, our Learning Hubs Development Specialist, reflects on the development of EDU Africa’s Learning Hubs.
Exchanges
The concept of “Exchange” is vital to international education. This section explores the various exchanges we engaged in over the past year, highlighting interactions among our team, students, and partners. It includes interviews with community partners, reflections on our reading group on interculturality, and an overview of our community of practice sessions. We also spotlight our sustainability report detailing contributions to environmental partners and mention our most transformative program of 2024.
Opportunities
This section focuses on two key areas: Online Global Learning (OGL) and Education for Africans. Desiree Haakonsen, our OGL specialist, highlights evidence-based trends in OGL and reflects on transformations in online programming. We discuss EDU Africa’s contribution to educational opportunities for students in the regions where we operate. We hope to see these two areas grow in the coming years, hence coining them “opportunities,” but we may also frame them as “imperatives” for increasing access to and equity within international education opportunities.
From the Editors
Dr Heidi Barends, Chamapuwa Kayiya, and Kesia Abrahams
G S E NA CH
EMBRACING CHANGE: REFLECTIONS ON OUR JOURNEY
As I contemplate the concept of change, I can’t help but reflect on the past. 2025 marks 20 years since I became involved with the organization - a journey I started in 2005 alongside other “wet behind the ears” twenty-something-year-olds. Although we were lacking in experience, we were filled with zeal, and I, in particular, had experienced firsthand the transformative power of studying abroad. With that motivation, we set out on our mission.
I have heard it said that “one often accomplishes less in a day than one hopes, but over 10 years can accomplish more than one could ever have imagined”. This has been true for our organization. My 27-year-old self could not have dared to write so bold or thrilling a script. Today, we proudly operate four regional offices and multiple learning hubs, serving thousands of learners across 16 countries each year!
Speaking of learning journeys is more than a concept applied to participants, it is a path resulting in change that we walk ourselves. It is deeply entrenched in one of our core values, Learning: we are all learners and I am proud of how we continue to evolve.
While we take pride in these accomplishments, we remain committed to ongoing improvement. The world’s working population outside of Africa has peaked, while half of Africa’s population is under 20. By 2050, more than one in four people will be African (UN Economic Commission for Africa, 2024). As the world increasingly focuses on Africa, emerging generations will need an understanding of what the continent has to offer and how to engage with its diverse peoples and cultures.
I am more convinced than ever that Africa provides the ideal setting for study abroad experiences and holds global relevance. As you engage with us, know that we, too, are growing, curious, and on a transformative learning journey.
Barry Rawlings
Managing Director
Reference
As Africa’s Population Crosses 1.5 Billion, The Demographic Window Is Opening; Getting The Dividend Requires More Time And Stronger Effort. 2024, July 12. United Nations Economic Commission for Africa [Online]. Available: https://www.uneca.org/stories/%28blog%29as-africa%E2%80%99s-population-crosses-1.5billion%2C-the-demographic-window-is-opening-getting [2024, October 21].
Key milestones in our journey over the past few years include:
• A Symbolic Name Change: In 2017, we transitioned from the name Edutours Africa to EDU Africa, emphasizing our commitment to learning and our pedagogical approach as educators rather than tour operators.
• Committing to African Stories: We are dedicated to authentically sharing African narratives, which includes our intentionality in establishing regional offices and employing locally trained facilitators.
• Recognizing the Impact of the Past: We strive to understand our local contexts and acknowledge the effects of colonial legacies. This practice has fostered an appreciation of diversity within our staff profiles, the stories we tell, our programs, and those who represent us internationally.
• Centrality of Academics: In 2020, we appointed an Academic Director whose role is to shape the learning environment, ensuring academic integrity and quality across various facets of our work.
• Developing a Pedagogical Approach and Assessment Tool: We developed a set of measurable transformation goals that are tracked and implemented across our programs.
• Investing in Quality Facilitation: Recognizing that truly transformative learning requires skilled facilitators, we designed and implemented a comprehensive suite of facilitator training modules along with an implementation toolkit.
• Growing Mental Health Awareness: A deepening awareness of the psychological health of participants resulted in the enhancement of in-house training, pre-travel equipping, and the rollout of the “being well abroad” protocols.
• Self-reflexivity and Subsequent Knowledge Sharing: Having set out to be thought leaders in the field, we have reflected upon experiences on the ground, analyzed feedback, and examined the drivers of transformation. We have published our insights and presented our findings at conferences.
2024 results and study transformation
Many within education believe in the transformative power of learning. Those of us practicing within the study abroad space might agree that traveling in order to learn may yield the most transformative educational results. However, what does that really mean? And within the context of study abroad in Africa in particular, what changes (if any) are students experiencing within short-term study abroad?
In 2024, EDU Africa conducted over 70 shortterm higher education programs in a host of Sub-Saharan African countries, including but not limited to Zimbabwe, Zambia, South Africa, Ghana, Kenya, Rwanda, Tanzania, and Namibia. Of these programs, 46 participated in our Transformation Assessment.
We are thus optimally positioned to investigate the transformative factors that influence study abroad experiences in the regions in which we operate, and to explore the ways that students are changing (if at all) through these experiences. In the past year, we had 362 student participants who filled in viable pre- and post-program transformation questionnaires.
We have been collecting data on student transformation (informed by learning theory
and adapted to evaluate our educational approach and realities) by means of pre- and post-program transformation questionnaires since 2021. Last year, we focused our research mandate in an attempt to answer the following questions:
1. Is transformation (that is, a holistic change that we’ve defined for our purposes across five interlinking areas or domains) actually occurring?
2. If so, what is the nature thereof?
3. How do transformations differ according to program modalities (online, in-country, and/ or hybrid programs)?*
To adequately answer these questions, we made some changes to our reporting this year, including reconsidering the weighting of transformation scores (using the cumulation of individual responses as opposed to group weightings), and undertaking comprehensive qualitative analyses on all programs.
Our Program Designers are now working more closely with their program’s transformation data, personally analyzing the changes and shifts that are occurring on their programs to help us better understand the student learning experience, design more meaningful programs, and take responsibility for learning gains, or gaps or failures, that may occur.
The more things change, the more they stay the same?
The year-on-year numerical data from our transformation questionnaires paints an interesting picture. Despite the aftermath of COVID-19 and the multiple shifts that have occurred in international education over the past four years, our transformation scores across our programs have remained relatively the same:
findings both incredibly intriguing and complex to analyze and understand. This data is collated and interpreted in our annual transformation report. Additionally, we’ve also started piloting research into specific student cohorts, such as Africa-based students’ and Community College students’ transformations through engagement in our programs.
With each year that passes, we come a little closer to capturing the seemingly elusive, yet undeniable, shifts and transformations that students undergo when traveling abroad with us.
Detailed answers to these questions appear, or will appear, in additional research outputs. If you are interested in collaborating with us on our transformation research and tracking, please reach out to Dr Heidi Barends at heidi@edu-africa.com
Dr Heidi Barends Academic Director
However, the qualitative themes that emerged in our 2024 dataset were somewhat different from those that emerged the previous year, warranting further analysis. We utilize open coding to allow any and all aspects of transformation to emerge, making these
Ashley Cilliers Information Systems Specialist
Transforming the Learning Journey: Collaborative and Innovative Approaches to Education
Over the past year, EDU Africa’s programming teams made significant strides in enhancing their capacity to deliver learning experiences for their clients and student groups. A key factor in this success was the establishment of connections with new contributors and partner organizations. Program Designers and Coordinators worked tirelessly to cultivate these relationships, resulting in a substantial increase in the pool of resources and opportunities available for programs.
Nurturing partnerships ensures open communication and mutual understanding. Undertaking a collaborative approach has enabled the teams to craft tailored programs that align well with the specific learning objectives of each student group. By doing so, EDU Africa’s programs remain relevant and effective in addressing the unique needs of our diverse student population.
To further elevate the quality of our programs, EDU Africa’s operations team has invested in practical training for Facilitators. This training is designed to equip Facilitators with effective strategies to support student learning and growth through reflective practices. As a result, we are more able to assess the depth
and quality of reflections on the ground and continue to improve on their transformative capacity. This is an area we remain committed to improving in the coming year, strengthening relationships between Program Designers, Coordinators and Facilitators and ensuring accountability for student transformation across the program cycle.
Additionally, we have revamped our transformation reporting to facilitate easier interpretation and understanding of student growth. These changes emphasize qualitative results, offering valuable insights into our programs’ impact and facilitating data-driven decision-making and ongoing improvement.
Collectively, these changes have enabled us to develop more effective and responsive programs that adapt to the evolving needs of our student groups and partners. Our commitment to innovation and excellence continues to drive improvements, ensuring that we are poised to achieve even greater success in the future.
Esther Banda
Southern Africa Team Leader Program Designer
Insights from the 2024 Schools Transformation Assessment
The Schools Transformation Assessment (STA) is a three-part tool used to evaluate the impact of Middle and High School programs and engage students with Transformation Goals and SDGs. Participants complete assessments throughout their program (TA1, TA2, and TA3). STA results track student growth by evaluating how well they understand the concepts and experiences presented to them. The 2024 Schools Transformation Assessment data provides a detailed overview of growth and development across our five Transformation Goals.
KEY FINDINGS
Intercultural Competence
Most groups demonstrated impressive intercultural competence advancements, with many achieving remarkable scores of 80% or above in the final assessment. This notable growth suggests that the experiential learning environments provided, particularly through interactions with diverse African communities, effectively enhanced understanding of cultural diversity. However, a few groups faced stagnation or minimal progress in this area. This raised questions about whether participants were adequately prepared and fully engaged.
Leadership
Leadership skills exhibited varying trajectories, with many students starting with moderate to high ratings but experiencing a decline in the final assessment. This decline suggests that although initial leadership development activities were impactful, sustained growth may require more focused attention. Adjusting programming to offer consistent leadership opportunities could provide the necessary support for skill cultivation.
Personal Growth
The majority of our programs experienced consistent personal growth, with participants sharing positive reflections on their journeys, noting enhancements in self-awareness and resilience, though some experienced a dip in scores between TA2 and TA3. This was likely due to external factors, indicating that personal growth is not always a straightforward journey, and highlighting the need for support systems to help students navigate challenges.
Collaboration
Collaboration scores showed mixed results. Early assessments indicated effective team engagement, but many groups saw a decline by the third assessment. This trend suggests that challenges such as differing work styles, communication breakdowns, or insufficiency of structured collaborative activities emerged as the program progressed. Refining teamwork exercises and providing better guidance could help address these issues.
Global Citizenship
Global citizenship maintained relatively strong scores throughout the assessments. Most groups sustained or improved their scores over time, indicating a deepening sense of social responsibility and connection to the global community. Nevertheless, there remains room for improvement, particularly in reinforcing this theme during the later stages of the program.
By critically assessing these findings, we can refine future programs to better address the evolving needs of our students, ultimately fostering a more lasting impact.
Levina Wentzel School Group Specialist Program Designer
AN C E X H GE S
Partnership with a Purpose
As part of EDU Africa’s commitment to fostering meaningful partnerships, our Program Coordinators reached out to two local partners to gain insights into how our collaboration has contributed to their growth and impact. The goal was to capture the voices of those integral to our mission. Through these exchanges, these individuals created sustainable change within their communities and within the lives of the students they engaged with.
The Program Coordinators
Gordon McCrindle, Hottensia Wangari, Melanie Mogoiwa, Melinda Behr, Rachel Njeri, and Rutendo Manganimanja
Limuru Children’s Center
Limuru Children’s Center (LCC) offers holistic care to orphaned and vulnerable children, addressing their health, education, nutrition, and shelter needs. In 2024, six EDU Africa groups visited the center.
The partnership between LCC and EDU Africa has positively impacted LCC’s programs by enhancing support for children and staff. It has provided financial assistance through labor, time, and donations of essential learning materials, games, and baby supplies, reducing financial strain and promoting children’s development and well-being.
The participation of EDU Africa’s international members in LCC’s projects has been a significant factor in the center’s success. Their contributions have addressed physical needs and have also promoted healing and a sense of justice for the children.
Kidz Africa
This partnership has provided the school and its children with unique opportunities to engage with international visitors, something they would not have experienced otherwise. These interactions have broadened the children’s worldviews and brought invaluable resources that have had a life-changing impact. Kidz Africa has enjoyed fully integrating the visiting groups into their daily activities, creating an environment where students and staff can engage in creative problem-solving and collaboration. Sharon Holgate, the founder of Kidz Africa, mentioned that a student from an EDU Africa program was so inspired by the experience that they continued to fundraise for Kidz Africa after returning to the U.S. From a financial perspective, the donations and contributions facilitated by EDU Africa have provided vital support not only for Kidz Africa but for the local schools where participants were placed, helping sustain educational programs and improve facilities.
EDU Africa has treated us with the utmost respect, and their appreciation for what we do has been truly felt. Personally, working with them has fostered my own growth and development, and I deeply value the connection we have built. This partnership has enriched not only the children we serve but also the entire community.
Sharon Holgate Founder of Kidz Africa
Better Together: EDU Africa and the Wildlife Tourism College
The partnership between The Wildlife Tourism College of the Maasai Mara (WTC) and EDU Africa is testament to the importance of mutually beneficial collaborations. In March 2023, EDU Africa’s Volunteer Project, an initiative aimed at involving individuals in creating positive impact through communityfocused activities, relocated to the newly established WTC campus in Pardamat Conservation Area (PCA) in the Maasai Mara. However, this partnership began 13 years earlier between the former Koiyaki Guiding School (KGS) and EDU Africa.
Koiyaki Guiding School was founded in 2008 in the Naboisho Conservancy to train local Maasai youth as safari guides. In 2010, stakeholders, including EDU Africa and KGS, formed a partnership that led to the Big Cat Conservation and Ecological Monitoring Volunteer Project, focusing on lion habituation and ecosystem health. This initiative provided crucial funding for KGS, allowing it to offer more scholarships and giving students practical experience in field guiding. International volunteers enhanced their intercultural competence through interactions with KGS students, while also engaging in conservation planning in the area.
As tourism evolved, the school transformed into The Wildlife Tourism College, offering a broader, accredited curriculum and relocating to the more accessible Pardamat Conservation Area. This change fostered additional benefits for EDU Africa, WTC, and the local communities.
The collaboration between EDU Africa and WTC highlights flexibility and mutual support, enhancing the organizations’ influence in international education. The volunteer project has grown to include school teaching and plans for a medical program, benefiting both WTC’s visibility and the community’s development efforts. Together, EDU Africa and WTC are enhancing learning experiences while contributing positively to local communities and the ecosystem. The success of this partnership is evident in its longevity and positive outcomes.
Roseanne Kinyua
East Africa Team Leader Programs and Learning Hubs
Ethical Exchanges through Community Engagement
Our Ethical Community Engagement Approach prioritizes exchange. Community Engagements across our regions are driven by community needs and facilitated through a mutually beneficial exchange of skills and experiences. We value feedback from our partners, and based on their input, we’d like to showcase three impactful moments from our 2024 community engagements.
Nicole Mostert
South Africa Team Leader
An Exchange of Continual Impact
The University of Washington State partnered with the Maa Trust in Kenya on two servicelearning programs focused on Beekeeping and Infectious Diseases. Over eight days, students learned about the Maa Trust and engaged with their projects. The students showed their appreciation by donating to the first-ever World Beekeeping Day symposium and continuing to fundraise for care packages for new mothers in the community.
An Exchange of Professional Knowledge
Students from St. Petersburg College and Appalachian State University in the US participated in a sable moving operation with the Victoria Falls Wild Hub in Zimbabwe. The experience facilitated cultural exchange and sharing of technical knowledge between the students and local veterinarians.
An
Exchange
of Hard Work and Inspiration
Denisha Anand and her team at the Princess Vlei Forum in South Africa collaborated with Wake Forest University students. The students assisted with daily garden tasks and learned about the forum’s development and the interconnectedness of social and environmental issues. Anand’s team appreciated the students’ help with daily operations and valued their open-mindedness, critical engagement, and insightful feedback.
Partnering with such inspiring local organizations across the continent has been a privilege. We look forward to 2025 and the opportunity for more exchanges through Ethical Community Engagement in Africa.
the Most Transformative Program of 2024
At the end of each year, we request nominations for the most transformative program. This is an esteemed award we bestow upon the programming team and institutional partner involved in delivering the program. No EDU Africa program is created in isolation - we work closely with educators to help bring their educational visions to light while offering our contextual knowledge and expertise where appropriate.
In 2024, all team members could nominate a program, provided it had been assessed using our transformation questionnaires (either for schools or higher education institutions) and the link to the relevant transformation report could be included with the nomination.
A judging panel consisting of senior EDU Africa team members from different countries reviewed each nomination based on its curriculum, reflection plan, and transformation results and reports to make their recommendations.
this year’s winning program: The University of Tennessee at Chattanooga
Identity, Service, and Design in Kenya
This program was a hybrid experience, consisting of nine hours of online engagement over four months, followed by 20 consecutive days of in-country experience in Kenya.
It focused on principles of human-centered design and creative problem-solving, with students collaborating alongside local industry and community leaders to understand and observe real-life challenges in the Maasai Mara. In so doing, students were exposed to the needs of communities in a context that may feel different from their own and had the opportunity to experience the challenges and benefits of working with individuals from diverse backgrounds. Some of the program highlights included:
In-country Curricular Activities
Africa Young Entrepreneur Support (YES)
The YES program is dedicated to building a generation of young African social entrepreneurs and change-makers. This sixmonth, funded intensive program identifies, trains, and invests in young entrepreneurs to create sustainable and impactful ventures for the communities they serve. It equips participants with entrepreneurship, leadership, and business skills, providing them with the resources to discover unique opportunities, unlock their potential, and make a positive impact in their local areas.
iHub
Established in 2010, iHub is a creativity and innovation hub for information and communications technology (ICT) development. It has become a pioneering provider of incubation and acceleration programs for technology-oriented entrepreneurs and startups. As a membership-based support system, iHub gives its members access to networks of mentors, business coaches, and investors. It also offers a dynamic makerspace for members to collaborate and create within a community of like-minded individuals. Students visited iHub’s Nairobi office, where they experienced the makerspace firsthand, engaged with local innovators and business owners, exchanged ideas, and participated in various projects.
Chandaria Centre (Kenyatta University)
Kenyatta University is a public research university with 13 campuses across Kenya, serving over 70,000 students. The university offers a broad range of courses in 19 schools, including Education, Law, Medicine,
Economics, Creative Arts, Film, and Media Studies. Students visited the Chandaria Business Innovation and Incubation Centre, which aims to foster a culture of innovation and entrepreneurship among its students.
Co-/Extracurricular Activities
All the students who attended the program completed our pre- and post-program questionnaires, achieving a 100% response rate. They self-reported significant transformation through their participation, particularly in enhancing their intercultural competence. Figure 1. shows the results of their Transformation Assessment. Congratulations to the programming teamRoseanne Kinyua, Prisca Nangabo, Lincoln Njiru, Rachel Njeri, and Eliud Kimani - as well as the faculty leaders for curating and facilitating such an impactful program!
Dr Heidi Barends
Academic Director
SUMMARY OF group’s TOTAL TRANSFORMATION
Fig. 1. Quantitative summary of the group’s results 2024
Creating a Community of Practice Through Our Collectives
In 2024, the EDU Africa team organized a series of mutual learning sessions called “Collectives”. These sessions were created to help stimulate communities of practice within our various teams and functions. Etienne and Beverly Wenger-Trayner (2015) have written extensively about the value of communities of practice, both in education and in other fields, and define them as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”
Communities of practice can take on many forms, such as problem-solving, seeking input, sharing ideas, and more. Drawing inspiration from the diversity and versatility of this model, as well as the need for better connection and collaboration across locations, functions, skill sets, and strengths within our organization, we created slots for four different types of engagement based on the interests and needs of participants. These included practical sharing, theoretical sharing, and innovation through troubleshooting and ideation. Importantly, the sessions were also platforms for reflection.
Notable sessions hosted this year concerning academics included:
• A theoretical session focused on Curriculum Design, hosted by Program Designer and former School Principal, Candice Soupen
• An innovation session on how to cultivate student engagement by Southern Africa Team Leader and Program Designer, Esther Banda
• A practical session on the importance and function of research, fact-checking, and peer reviews by Esther Banda
• A theoretical session on Neuroscience and Education hosted by Program Designer, Jacqueline Irimu, who is currently completing her Master’s in Educational Science with Strathmore University
• Several training sessions discussing processes and best practices related to hybrid programming, optimizing planning and implementation of critical reflections, hosted by various team members
• A reflective session hosted by Jacqueline Irimu and East Africa Team Leader and Learning Hub Development Specialist, Roseanne Kinyua, sharing their learnings and insights from the UNESCO Intercultural Competence Conference in Nairobi, Kenya
We look forward to expanding the range of sessions hosted in the coming year and continuing to learn and innovate together.
Dr Heidi Barends
Academic Director
Reference Wenger-Trayner, E & Wenger-Trayner, B. 2015. Introduction to Communities of Practice [Online]. Available: https://www.wenger-trayner.com/introductionto-communities-of-practice/ [2024, November 1].
Knowledge Exchange: EDU Africa’s Interculturality Reading Group
Book explored: Fred Dervin (2016). Interculturality in Education, Palgrave-Macmillan: (London, United Kingdom)
EDU Africa hosted an intensive reading group for the first time in 2024, focusing on the topic of Interculturality. This reading group was a valuable platform for team members to critically engage with the concept, through the lens of Fred Dervin’s book, Interculturality in Education. From my own perspective, our discussions have profoundly impacted my understanding of interculturality within the international education landscape. Over the course of our bi-weekly reading and engagements, I have been encouraged to reflect on the complex and unstable relationships between culture, education, and the diverse backgrounds of students who participate in our programs.
Dervin’s book emphasizes the importance of critical intercultural competence in education. As EDU Africa operates within the international education industry and has offices in multiple countries, our engagement with participants and team members from a variety of different cultural, educational, and social backgrounds involves a need for a deep understanding of interculturality. Each chapter’s discussion highlighted the different ways in which cultural identities influence learning experiences.
My participation in the discussions has encouraged me to critically think about our current approach as an organization to intercultural education. Through our readings, I have come to understand that intercultural competence is not simply an add-on to educational practices but rather a necessary foundation for creating a more inclusive and welcoming learning environment.
The insights I have gained from our reflections are crucial as we aim to equip our students with the skills needed to navigate an increasingly global and interconnected world. Dervin’s text underlines the importance of being able to engage with people from various cultural backgrounds in a self-reflexive way— an aspect that aligns with our transformation goals at EDU Africa.
His texts underline the importance of not only internalizing critical concepts relating to culture but ensuring that they are also effectively unpacked with learners. Additionally, our learnings from the reading group have further affirmed the importance of integrating discussions on interculturality into various aspects of our programs and our work.
EDU Africa is committed to developing and facilitating transformative learning journeys. By critically engaging with intercultural theories, we can ensure that our programs and our practice not only inform those with whom we work but also encourage them, and our overselves, to challenge our own cultural assumptions and biases, assisting in their personal growth. EDU Africa’s reading group has reinforced my belief that fostering a culture of reflection is essential in preparing students for an increasingly interconnected world.
Kesia Abrahams Marketing Coordinator
r t op o p i S E t
i un
Online Global Learning in Review
In February 2024, I co-presented at the Workshop on Intercultural Skills Enhancement (WISE) Conference with Dr. Gerise Herndon, who has successfully integrated online interactions with African guest speakers and students into her Nebraska Wesleyan University courses.
Our presentation highlighted the potential of Online Global Learning (OGL) to advance access and equity in global education, even within short-term programs.
Our survey of faculty and study abroad staff with virtual exchange experience from 2020 to 2023 revealed that 51.4% plan to implement customized online programs in the next two years, while 11.4% favor the traditional Collaborative Online International Learning (COIL) model and 37.1% intend to run incountry programs. The overwhelming majority (97.4%) agreed that OGL is the most physically and financially accessible way for students to learn globally. However, logistical challenges, like coordinating time zones (78%) and financial constraints (72%), were identified as significant obstacles. While online programs are more cost-effective, the return of international travel has led to funding being reallocated towards in-country study abroad, making it harder for institutions to support global learning online.
Despite these hurdles, many institutions, particularly community colleges, have expressed a commitment to expand internationalization efforts on campus by integrating virtual engagements into their curricula. Faculty development remains crucial, as many educators require support in designing and executing successful online programs.
This is not because of a lack of interest or skill, but rather because the varied interpretations of “virtual exchange” have resulted in many methodologies, making this innovative space both overwhelming and exciting. This highlights the importance of providing structured guidance and support for faculty, particularly for logistics, intercultural learning, and partnership-building.
A notable case study that exemplifies the benefits of OGL is the Fundamentals of Speech Communication program piloted by Dr. John Karnatz at Elgin Community College. In collaboration with EDU Africa, the program brought together US-based students and student partners from Africa for peer-to-peer discussions. The focus on cross-cultural dialogue allowed students to engage deeply with their speech topics, explore global perspectives, and receive critical feedback from their peers. While the program succeeded in fostering meaningful intercultural communication, it also underscored the importance of meticulous logistical planning and robust facilitation to maintain equitable participation.
This case demonstrates how OGL can foster impactful learning experiences through peer-topeer interaction. Institutions aiming to replicate such programs can achieve similar success by implementing a straightforward instructional design, coupled with a focus on dialogue, without the need for complex or lecture-heavy formats.
Desiree Haakonsen
Online Global Learning Specialist Senior Program Designer
Education for Africa: Bridging Global and Local Impact
At EDU Africa, we believe that education’s transformative power transcends borders, benefiting both international students and the local communities they engage with. Our initiatives foster a synergy where exchanging knowledge, perspectives, and experiences drives growth for all participants. Last year, we reflected on how our work positively impacted the international students who came to Africa through our programs and the local students who were empowered to play an active role in shaping the continent’s future.
The EDU Africa Team
Desireé Haakonsen, Chengetai Chisango, Lincoln Njiru and Kesia Abrahams
online global learning
Online Global Learning (OGL) programs were a positive step in encouraging meaningful transformation for Africa-based student participants. In 2024, 35% of OGL programs invited Africa-based students to participate alongside US-based students to encourage intercultural learning and expand perspectives on various topics, from accessibility to quality education to representations of the “other” in international literature. A total of 35 students from Kenya, Namibia, Zimbabwe (Zim), and South Africa (SA) engaged online, many of whom reported holistic transformation across our goal areas. What follows are testimonials from our local students.
“ “ ”
…I learned so much history about Zim that I didn’t know and found it so interesting and informative. I loved everything about the program, the people, the contributors, and the EDU Africa family. I am really grateful for this opportunity, it has granted me with so much knowledge, skills, and tools that I will use in my future endeavors...
Local Participant from South Africa
“It’s a transformative experience that exceeded all my expectations. The program not only broadened my academic horizon but also challenged me to step out of my comfort zone. The interactive virtual sessions and diverse perspectives shared by everyone inspired me to think critically and embrace a global mindset.”
Local Participant from Zimbabwe
“ ”
Just connecting with young people in Africa and around the world is an opportunity that has let me grow exponentially. Literature has also taught me a lot about Africa, the shared struggles faced by Africans, and above all, the program has allowed me to be the change needed to transform the African narrative one story at a time.”
Local Participant from Kenya
The Wildlife Tourism College
The Wildlife Tourism College (WTC), strategically situated in the magnificent Maasai Mara landscape, was one of our key partners in 2024. This one-of-a-kind institution promotes the integration and coexistence of wildlife and humans, serving as a hub for interactive and cross-cultural programs for both local and international students. Throughout the year, participants in our programs hosted at the college had valuable opportunities to interact and connect with local students.
Participants discussed a variety of topics, including cultural diversity around the world, the role of youth as global citizens, and career opportunities and development, among others. What stood out during these conversations, interactions, and reflections, whether formal or informal, was the initial excitement brought about by each experience. Beyond this, a sense of curiosity to explore more was ignited among many. African students, in particular, were transformed in various ways, including becoming more open to learning about and understanding other cultures.
Victoria Falls Wild Hub
The Victoria Falls Wild Hub (VFWH) is situated in an area facing rapid population growth and environmental threats. To address this, the Hub implemented educational programs that reflect its core values of learning and environmental stewardship for local and international participants. These programs include partnerships with local schools and organizations to provide experiential learning opportunities for students, allowing them to interact directly with wildlife and develop an appreciation for nature. Additionally, the VFWH organized photography sessions to further inspire local students and cultivate a passion for wildlife and their habitats. The Hub aims to empower and nurture the next generation of environmental stewards by showcasing potential career paths in conservation, ecology, and photography to local youths.
Indeed, these experiences planted a seed of transformation within these young African students, many of whom had not had the opportunity to explore beyond their familiar surroundings.
Health, Safety, Security, and risk: Progress, not Perfection!
The health, safety, security, and risk of our participants are our priorities. Over the years, we have developed and effectively implemented comprehensive policies, processes, and procedures. Our goal is for all stakeholders to understand that this aspect is integral to our Transformative Learning Journeys.
In 2024, we faced some unexpected events during our in-country programs. These incidents tested our preparedness and reminded us that health, safety, and security will always be ongoing efforts. We must remain vigilant and ready to adapt to any curveballs thrown our way.
Participant mental wellness is a crucial factor that affects the viability and overall success of our study abroad programs. Toward the end of 2023, we dedicated several weeks to collaborating with Being Well Abroad (BWA) to develop a customized online training workshop for our programming teams. In February 2024, more than 20 colleagues from our four regional offices attended a two-part workshop, providing an opportunity for each participant to earn a Mental Health-Informed Global Education Leader digital accreditation badge. Following this, we adapted the BWA Mental Health Mini-Course as a key programming component. Additionally, we continued our efforts to establish stronger partnerships with professional mental health practitioners to better support students during in-country programs. This approach proved valuable as we navigated our various challenges during the year. More details on the objectives and outcomes of our partnership with BWA are provided in the following section.
Aligned with the idea that asking better questions leads to better answers, we revised our pre-departure Participant Information form to include more mental health-related questions, improving our capability to support participants. We also updated our Incident Report form for clarity and effectiveness. Importantly, we utilized both old and newer responses to extract real-life examples for our facilitator/guide training case study assessments. We believe this will help our trainees better understand and prepare for the dynamics of their roles.
Monitoring reported incidents revealed a pattern of recurring security issues at a specific accommodation facility. After discussions and a thorough assessment, we determined that it would be in the best interest of our clients to significantly reduce our use of that facility.
In June 2024, I attended the virtual component of the Forum on Education Abroad’s 15th Annual Health, Safety, Security, and Risk Management Institute. I gained valuable insights that equipped me to better participate in navigating the unforeseen circumstances we faced during our busy season. Reflecting on the events of 2024, I see how far we have come in terms of risk assessment and emergency readiness. Although we encountered situations beyond our control, the groundwork we had laid made adaptation easier. It felt like quickly learning to swim when thrown into the deep end, instead of drowning. We remain dedicated to enhancing our approach and are actively working to strengthen our position as we uphold our participants’ overall safety. In the words of David Perlmutter, we continue to “strive for progress, not perfection.”
Tafadzwa Muchopa Quality Assurance Director
Strengthening Mental Health Conversations: EDU Africa and Being Well Abroad Partnership
Addressing student mental health is a vital factor in the success of study abroad programs. Without proper planning, this critical aspect can leave students feeling unsupported and overwhelmed as they navigate the excitement and challenges of living in a foreign country. Furthermore, cultural adjustment, language barriers, and exposure to difficult historical topics such as colonization, slavery, and social injustice can place significant emotional, physical, and mental strain on students.
Recognizing these stressors, EDU Africa has committed to prioritizing student mental health and well-being by partnering with Being Well Abroad. This partnership aims to equip students with essential mental health tools for their study abroad experiences. As a result, we plan to provide students with access to mental health resources, create safe spaces for open dialogue, and integrate wellness practices into our programs so that students feel prepared to handle any mental and emotional challenges they may encounter while studying abroad.
Additionally, the EDU Africa team has undergone comprehensive training to better understand and address the unique challenges that students may face while traveling abroad. Initiatives such as reducing the number of daily outings and incorporating self-care time into program itineraries ensure that students have adequate time to rest, reflect, and attend to their mental health in whatever way they choose.
We also prioritize facilitated reflection and self-reflection sessions as tools for students to engage in dialogue about their experiences, discuss subject matter academically, share their feelings, and process their thoughts on complex topics. These initiatives have been included in proposals for 2025, and we hope that by implementing these measures, both students and faculty will feel better supported throughout their programs.
EDU Africa is deeply passionate about creating transformative experiences for students, and we are committed to continuously improving our programming by seeking feedback from participants and faculty. We recognize that study abroad programs still have room for growth in addressing student mental health, and we strive to collaborate with our partners to bridge these gaps as much as possible.
Candice Soupen Program Designer
