Citizenship education, international competences and extended reality: Immerse yourself
Citizenship education, international competences and extended reality: Immerse yourself

Summary/Abstract: Higher education supports students in acquiring competences, a mix of knowledge, skills and attitudes. Experience has shown that it is precisely attitude and skills that ensure a better connection to the labor market, in whatever sector in whatever country. The article examines the developments and experiences in authentic learning environments in relation to international aspects of citizenship education. It discusses the possibilities and limitations of the use of extended reality in general and in this context. The focus is on the curriculum and class-room level in higher education, so on knowledge exchange at practitioners level, with an eye for the policy implications at other levels. The author links this to the educational and societal developments in Albania and her home country The Netherlands, during and after COVID-19, and shares her thoughts on the needs for continuing attention on new forms of citizenship education. Because the pandemic makes it necessary to re-consider past selfevident interpersonal relations and international experiences. In professional oriented education authentic learning environments are important, because it makes learners easier to assimilate, obtain problem solving skills and they are more motivated to learn. Depending on their personal learning styles, they obtain competences. Citizenship competences are necessary, regardless of the specific professional domain of the learner, but the content and form should be adapted to the situation. International experiences are part of this competences. It is exactly in this field that large developments took place, because of COVID-19 and independently thereof. In a society where travelling is not possible because of physical or financial restrictions or not wanted because of sustainability considerations, collaborate online learning offers chances. Especially education with extended reality may serve as preparing or replacing for real-live international experiences. There are certainly limitations and requirements, but the advantages are numerous, e.g. the personalization possibilities, it is engaging, the adaptation of technical skills and the need to cooperate. Since COVID-19, citizenship education has gained additional relevance, because of the importance of being able to deal with digitization and technology, both in terms of technology and in terms of knowing what it can do for a learner and what it does to the learner and to society; to the personal responsibility as a professional, to media literacy and to civic involvement. This goes for Albania as well as for other European countries, like The Netherlands. Pilots and experiments in various professional fields are needed to see what works and what doesn’t, with collaborative online international learning as the basis. Reflection should be an integral part of the learning process, in order to keep cohesion in society -not societies- and to be aware of equal opportunities. There is an urge to work on continuous development of existing curricula ánd work on new curricula, for instance on XR design. The design technological curricula is relevant for the professional field, but especially the crossroads of technics and creativity are most promising. This also reflects the need of the Albanian society to trigger and keep creative young professionals. Albanian universities are part of Erasmus cooperation programs and other international projects. One would hit two birds with one strike, if these elements were in international projects. This is equally important in The Netherlands. By combining citizenship education and XR there is possibility for more inclusiveness, but requires well trained professionals to support the learning process. If not, it might be just another ‘drill’, or one makes it too complicated, since this is all about meaningful application. Hopefully educators in Albania and abroad are critical, but enthusiastic about all these new possibilities for students, institutions, society and themselves as educators. That they are able and willing to immerse themselves in new international experiences with their students.

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