This study investigates the effectiveness of virtual simulations in developing intercultural competence (IC) among pre-service teachers in Israel. In the context of cultural diversity and historical conflict, 283 Arab and Jewish students participated in a course utilizing either a 3D virtual world (VW) or video conferencing via Zoom. The mixed-methods research combined quantitative surveys with qualitative interviews. Quantitative results showed a modest but significant increase in intercultural competence for both groups, with no significant difference between VW and Zoom platforms. Qualitative findings revealed that while VW participants faced more technical challenges, they also reported more opportunities for empathy development and cross-cultural understanding. Both groups valued the exposure to different cultures and expressed a desire for face-to-face encounters. This study highlights the potential of virtual simulations in fostering IC, emphasizing the importance of collaborative problem-solving and intercultural interaction, regardless of the specific digital platform used. These findings contribute to the growing body of research on technology-mediated intercultural education and offer insights for designing effective virtual learning environments in multicultural contexts.
Shonfeld et al. (Wed,) studied this question.
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