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Global solidarity is paramount in times of global crises and essential in Education for Sustainable Development (ESD). Virtual School Garden Exchanges (VSGEs) link local gardening with global thinking. In VSGEs, elementary and secondary school students in different parts of the world exchange information about their school gardens and related topics via digital media. Educators’ perspectives and the learning outcomes they observed in the participants of the VSGEs were the focus of this study, as there has been controversy about whether VSGEs are suitable for implementing ESD and whether VSGEs result in the learning outcomes that the educators expect them to. We conducted 20 semi-structured interviews with VSGE educators and analyzed them in an abductive and qualitative manner. The results showed substantial overlap with both the expected learning outcomes and the aims of ESD. Nevertheless, the data revealed different ways in which learners who engaged with their international peers were influenced by stereotypes and norms. On the one hand, VSGEs can lead to Othering, which is not congruent with either ESD or the expected learning outcomes. On the other hand, it can inspire Transformative Learning processes, which contribute to the aims of ESD. Therefore, depending on a complex interplay of various factors, there is potential for ESD in VSGEs, but VSGEs are not guaranteed to be a good ESD practice.
Lochner et al. (Thu,) studied this question.