An article by Tami Seifert (Kibbutzim College of Education, Tel-Aviv, Israel) and Crystal Machado (Professional Studies in Education, IUP), “Using a Facebook group to engage college students in Israel and USA in cross-cultural dialogue: A mixed method study,” was published in the Journal of Further and Higher Education in March 2025.
Abstract
In an increasingly globalized world, fostering cross-cultural understanding and communication skills among students is pivotal. This study investigates the use of a Facebook group to facilitate cross-cultural dialogue between college students from Israel and the USA. The integration of social media into educational practices aligns with ISTE’s Standards for Educators, emphasizing the role of technology in enhancing student learning experiences. Through this Scholarship of Teaching and Learning (SoTL) project, 63 undergraduate students from the US and 39 graduate students from Israel engaged in authentic interactions within a dedicated Facebook group. A mixed-methods approach was employed, encompassing social media metrics analysis and an online questionnaire to collect data. The results show that students’ participation in the social media initiatives for professional growth provided informal learning opportunities, engaged students in conversations with their peers and the instructors, and allowed to expand the learning experience outside the traditional classroom format. The study’s findings highlight the efficacy of social media initiatives in providing informal learning opportunities that extend beyond traditional classroom settings. Participation in the Facebook group fostered meaningful conversations among peers and instructors, facilitating cross-cultural exchange. Furthermore, students reported professional growth and an enriched learning experience facilitated by the virtual environment. This research contributes to the growing body of knowledge on leveraging social media for educational purposes, specifically in promoting cross-cultural dialogue and developing global competencies. The findings underscore the potential of social media platforms as inclusive virtual learning environments, capable of bridging geographical and cultural divides among students.