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For a 21st century facing cascading crises, including global pandemics, climate change, and social and economic disruption, education is more critical than ever. Universities, and consequently their curricula, have a responsibility to prepare all students and graduates to respond to and live within a disrupted, complex, and uncertain future. One way of preparing students to think and address complex global challenges is through international learning experiences. However, the global pandemic triggered an unforeseen disruption to student mobility and the acceleration of online learning environments, such as virtual mobility programs. To date there has been little exploration of how virtual mobility programs can be designed for science and their ability to foster sustainability capabilities within the discipline. This paper reports on the design (its curriculum and pedagogy) of an experiential virtual mobility program, designed and delivered during the pandemic. It illustrates an innovative, co-created, STEM-focused case study whereby learning focused on varied approaches to agricultural challenges and practices. Through the perspective of student participants, key education for sustainability capabilities of sustainability thinking, collaboration, affective learning, critical reflection, and interdisciplinary knowledge were analysed as themes and are discussed in relation to how these capabilities were shaped by the program design. We share this discussion to support and expand the use of further meaningful virtual experiences to foster sustainability capabilities in an international (online) setting by other University educators.
Vermeulen et al. (Tue,) studied this question.