They both received the Hakan Berggren Fellowship, valued at $1,500, to support their participation in the exchange program and share a common appreciation for the scholarship. The Hakan Berggren Fellowship was established by the Swedish-Canadian Chamber of Commerce to recognize the contribution of Ambassador Berggren to Canada-Sweden relationships and the academic linkages between Sweden and Canada. 

While Nordstrom and Sturesson enjoyed their time in Toronto, they say it was not without its challenges. 鈥淓verything is new. You are thrown into a different universe. At first, you don't know anyone. You don't know where anything is. You don't know how anything works. So that was a bit challenging, to figure out how you do things that feel so normal and natural at home,鈥� says Nordstrom.  

At the same time, she says that challenge was a big part of the reason she chose to spend time abroad. 鈥淛ust the chance to get to explore and learn new things, meet new people. I think it's a big part of going on an exchange, being open to trying new things and trying to make the most of it鈥︹�� 

Both students鈥� time at 91亚色 also came during a period of renewed engagement between Canadian and Swedish universities. In March 2026, 91亚色 welcomed a delegation of Swedish university leaders for a day of discussions focused on research security, strategic research partnerships, mobility, and long-term institutional collaboration. The visit highlighted areas of shared interest between 91亚色 and Swedish institutions, including water, migration, disaster and emergency management, and health. It also reinforced the importance of student mobility as one of the most meaningful ways to build lasting academic relationships between countries. 

Nordstrom and Sturesson鈥檚 exchange experience offers one example of how these international connections take shape at the student level: through learning in a new academic environment, building relationships across cultures, and gaining a broader perspective on Canada and the world. 

Exploring a city and a country  

The Hakan Berggren Fellowship meant not only that Sturesson and Nordstrom had extra financial support while studying at 91亚色, but that they could travel outside of Toronto and see more of Canada.  Nordstrom visited Ottawa and Montreal on reading week, while Sturesson has set aside a month for travel to the West Coast once she finishes exams. 

What else will the students tell their friends about Canada on their return? 鈥淢y greatest takeaway from my time at 91亚色 and in Toronto is that sometimes if you take chances, great unexpected things can鈥痟appen鈥痑nd you can form deep friendships and create memories that could last a lifetime,鈥� says Nordstrom. 

For Sturesson, the 91亚色 semester will be her last of university鈥攕he鈥檚 set to graduate after exams. After her travels, she plans to look for work in communications or apply for a master鈥檚 program. Nordstrom will graduate next January after completing a thesis for her law degree, and then plans to head into the profession. Both are also planning to recommend a semester abroad to anyone they meet, with advice to match.  

Their experience also points to a broader opportunity for 91亚色 students and faculty members. Student exchange, visiting research opportunities and international partnerships are not only institutional agreements on paper. They become real through the people who take part in them: students who study abroad, faculty members who welcome international students into their classrooms, and researchers who build collaborations across borders. 

As 91亚色 continues to deepen its connections with Swedish institutions, faculty members are encouraged to consider where academic or research links with Sweden may already exist, or where new ones could be developed. Students, meanwhile, are encouraged to explore exchange opportunities as a way to expand their studies, build confidence, and see their field from a different perspective. 

鈥淪tudying at 91亚色 has not only enriched my academic journey but also given me unforgettable experiences outside the classroom. Being in Toronto has made it even more special 鈥撯�痠t鈥檚鈥痵uch a vibrant and diverse city, with something new to discover around every corner.鈥疘f you are considering studying or doing an internship abroad, my best advice is simply to GO FOR IT!,鈥� says Sturesson. 

It is advice that applies beyond one semester abroad. As 91亚色 builds on its growing engagement with Sweden, the invitation is clear: for students, to consider where an international experience might take them; and for faculty members, to consider how Swedish partnerships could enrich teaching, research and collaboration in the years ahead. 

91亚色 students traveling to Sweden or Swedish students visiting 91亚色 may be eligible for funding to offset their travel costs. Please reach out to katiegr@yorku.ca or visit our Outgoing Global Learning Funding page for more information regarding eligibility. The next round of applications is due on November 1, 2026.  

By Suzanne Bowness

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91亚色 is thrilled to have joined the Canada Learning Initiative in China (CLIC)!

A national consortium of a dozen leading Canadian universities, CLIC will further advance 91亚色's academic connection with China by providing funding opportunities and programs for our students to study abroad at Chinese higher education institutions. 91亚色 currently has over 50 active partnerships with China, and by joining CLIC, 91亚色 students have greater opportunity to travel and collaboration.

91亚色 hopes to send its first student to China through participation with CLIC in Fall 2026 - to our valued partner Fudan University.

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Students learn both about their discipline and how to navigate new cultures 

Adventure abroad can be life expanding. Yet for all the learning opportunity, it can also be daunting to face the unknown. At 91亚色, 69 students took up the challenge to live and learn away from home in faculty-led study abroad courses or partner summer schools, in places including Ghana, Brazil and Cuba (Faculty of Health), Colombia and the Netherlands (Glendon College), and Scotland (AMPD).  

For three students participating in the Faculty of Health's HLST 4170: Experience Cuba: Enacting the Human Right to Health & Health Equity, spending two weeks to see what their discipline looks like in another part of the world was eye-opening. Yet it also came with a window into elements of cultural adjustments that can be part of the package when travelling somewhere different.  

Before leaving, the first task for these travellers was to learn about the course and the country. In Experience Cuba, the main focus was on learning about how Cuba鈥檚 health care system worked. With their destination set for the city of Holguin on the eastern end of the Caribbean island, programming included classes at the University of Holguin, visits to hospitals and smaller clinics, and daily excursions to local markets and cultural destinations such as the city鈥檚 two local museums. Students also stayed in Cuba's long-established private homestays called casa particulares where locals rent rooms to tourists (similar to today鈥檚 Airbnb model).  

For recent health policy management graduate Bogdan Hududui, the casa particulares were a highlight of the trip. He stayed with a couple and their children, and ate most breakfasts with them as well as a couple of dinners. Originally from Romania, Hududui says he found the community-oriented lifestyle refreshingly similar to what he knew in Europe. 鈥淚n Canada, everyone's very individualistic. You don't really know your neighbors. I don't know anybody on my street. But in Cuba, I knew basically everyone, because people would be out and talking on the street,鈥� he says. 

Asya Said, a second-year Global Health major, also enjoyed hanging out with her host family, recalling that they managed to communicate well enough between their limited language skills and hand gestures. 鈥淲e would talk to them, tell them about our day. Sometimes we would dance with them. We would play cards. There was a lot of interaction with our host family. They loved talking to us, and we loved talking to them. They all had different stories to share,鈥� she recalls. 

Both students said that they also learned a lot about the differences between the health care systems. Hududui says the focus on preventative medicine hit him first. 鈥淐anada's health system is very much focused on taking care of you after you already have an illness or a disease. So if you have like diabetes, it's treating everything after that. But in Cuba, they focus on prevention. Because Cuba isn't a very wealthy country, so they prefer you not to need insulin. They tried their best to give you actual prescriptions for diets, and exercise,鈥� he says, adding that he also found greater acceptance of alternative medicines. Said observed that the communal vibe she felt with her host family extended into the health system. "The health system seems to target communities, listening to what the people needed," she says.  

While both students enjoyed the warmth they found in Cuban culture (and climate!), certain elements and realities on the ground took some getting used to. The rolling blackouts that are typical in Cuba were jarring, says Hududui, even when they were on a schedule such as a regular planned six-hour outage. Many places had emergency generators but they were not used that often. Weak sewage systems where the protocol was not to flush toilet paper was also a difference, and the WiFi strength could be unpredictable.  

Said, who does not eat pork, says she was concerned before leaving about meeting her dietary requirements. She did research and was reassured to find eggs and fish and chicken as regular staples. She adds that her initial research did not match the reality she found, in a good way.  

鈥淲hen I look at the media, they always portray Cuba as very low income, very scary. There was just a lot of misinformation. I was expecting a lot of bad things. But when I got there, it was the exact opposite. Everyone's so friendly, welcoming. You get to explore and see the communities and how they work with each other,鈥� she says. 

In order to deal with cultural adjustments, students were advised beforehand to journal and chat with peers about their experiences. Hududui says that after the initial whirlwind of settling in, it actually hit him on the second day that he would be spending a further 12 days.  At that point he was glad that he had brought familiar elements to remind him of home. "If you like music or podcasts, download a bunch before you head out to Cuba, and listen to what will make you feel comfortable," he advises. He also found that making friends on his trip, both local students and in his cohort, helped him to find plans for downtime like weekends to explore the area's beaches, concerts and clubs.  

Said says she would definitely recommend the study abroad opportunity to others, has already told friends about it, and is even considering going again herself. "You learn a lot even though it is in a short span, from students and professors, especially if you鈥檙e into travelling and new environments."  

Hududui says the experience helped him better prepare for his career in healthcare to see a different system in action. 鈥淚t was worthwhile for me because it gave me a different perspective on how a healthcare system can be improved." 

Students who are interested in applying for a faculty-led study abroad course can visit /international/global-learning/faculty-led-study-abroad-courses/ to see what might be a good fit and apply  鈥� deadline is January 23, 2026. 

All accepted students to the course will receive a $1000 bursary from 91亚色 International, pre-departure preparation and will join a community of like-minded learners ready to learn! You can also follow us on Instagram @yorkugoglobal. 

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91亚色 students are stepping out of the traditional classroom to experience the principles of sustainability and ecology first-hand at the University鈥檚 Las Nubes EcoCampus in Costa Rica.

This summer, 25 students in the Faculty of Environmental & Urban Change (EUC) had the opportunity to visit the EcoCampus, located within the Alexander Skutch Biological Corridor in southern Costa Rica, as part of an experiential education opportunity.

Supported by the Fisher Fund for Neotropical Conservation, the EcoCampus aims to safeguard the biological, cultural and social values of the communities living in the area.

According to Ana Martinez, associate director of the Las Nubes EcoCampus, the program has had a profound impact on its participants, as it fosters both personal and academic growth.

鈥淢any students find 鈥� or even redefine 鈥� their passion and drive through experiences enriched by deep cultural and natural immersion, gaining new perspectives on the interplay between the environment, culture and social issues,鈥� said Martinez. 鈥淔or some, the experience is transformative on a personal level, pushing them out of their comfort zones and instilling a sense of confidence and appreciation for new cultures.鈥�

Several courses are offered as part of the Study Abroad Program in Costa Rica 鈥� Environmental Psychology, Global Eco-Arts Residency, Protected Area Management, Educating for a Sustainable Future and more 鈥� for both undergraduate and graduate students. The courses have condensed timelines, with summer courses completed in 10 days and fall/winter courses in nine days. Students can opt to take one course for a shorter trip, or back-to-back courses for a longer stay.

Timothy Ong, a fourth-year student in the Sustainable Environmental Management (SEM) program, describes a typical day studying in Costa Rica as beginning with a prepared breakfast from his homestay parents and getting picked up by a shuttle bus around 8 a.m. to head to his first activity of the day 鈥� which could be a hike, a visit to the farm or a trip to the EcoCampus. After an activity and lunch, students head to the EcoCampus for lectures until 5 or 6 p.m., when the bus drives everyone back to their respective homestays.

鈥淚n the context of Costa Rica as an international reference for conservation and sustainable development, we explore a number of initiatives that attempt to achieve the ideals of conservation, development and well-being,鈥� said Felipe Montoya, an EUC professor and the director of Las Nubes, who teaches a course called Conservation and Development for Social-Environmental Sustainability and Well-being. 鈥淲ith the analysis of each case, we try to gain a greater understanding of the possibilities and obstacles for achieving these goals in and beyond Costa Rica.鈥�

Students taking Montoya鈥檚 course will take part in hiking activities, allowing them to observe natural ecosystems that have evolved away from urban areas and learn about the theory and principles of ecology as they apply to sustainable development in a tropical environment.

Paula Kaston, a fourth-year SEM student, chose to go to Las Nubes because she wanted to witness how the different programs 鈥� agroecology, sustainability, Indigenous issues, etc. 鈥� are implemented.

鈥淢y favourite experience was when we went to the diversification farm,鈥� she said, 鈥渂ecause [the instructor demonstrated] so many different ways to be successful in maintaining a sustainable agroecological system.鈥�

As a mature SEM student who will be starting a master in environmental studies next year, Kaston said this experience has given her hope that a sustainable future is possible: 鈥淚t made me feel like there are a lot of people who are on the ground 鈥� feet on the ground, hands in soil 鈥� making sustainability accessible.鈥�

Courses offered in the Las Nubes EcoCampus have no prerequisites and are open as electives to all third- and fourth-year undergraduate students and graduate students.

For more information about courses at 91亚色鈥檚 Las Nubes EcoCampus, who is eligible and how to register, visit the .

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Students from 91亚色 have an opportunity to collaborate with students from Japan鈥檚 Mukogawa Women鈥檚 University this month as the result of a  (GNL) award granted to Lisa Sandlos, a contract faculty member in 91亚色 U鈥檚 School of Gender, Sexuality & Women's Studies and the Faculty of Education, by the GNL team at 91亚色 International.

GNL is an approach to teaching and learning that enables people from different locations worldwide to work together on knowledge-making processes and research projects. It provides cross-cultural opportunities for students who might not have the chance to study abroad 鈥� a definite benefit in today鈥檚 global economy.

Sandlos will be pairing students in her summer course GSWS/DANC4528 3.0 鈥� Feminism, Dance and The Body: Performance, Movement and Transformation 鈥� with students in a course at Mukogawa Women鈥檚 University taught by Naoko Murakoshi, who offers a seminar focusing on somatic movement, education and dance. The two women studied together in a professional training program at the School of Toronto Dance Theatre (now called the Dance Arts Institute) and were faculty colleagues at 91亚色 U for several years before Murakoshi returned to teach in her native Japan.

Thanks to a Hyogo Overseas Research Network fellowship, Sandlos was able to travel to Japan this spring and plan the GNL exercise with Murakoshi in person.

鈥淏ecause we are considering bodies, movement and dance, it was helpful to be together in a physical space with her students,鈥� Sandlos said. 鈥淚 was there doing research, but I also taught five classes and gave a lecture on gender, sexuality and sexualization in competitive dance.鈥�

Murakoshi noted, 鈥淚t was good to have Lisa here so we could create the GNL plans together. The process is very important, and we wanted to share our thoughts.鈥�

The 91亚色 U course, which began at the end of June, is six weeks long. Sandlos introduced the GNL component during the second class, and provided another assignment option for students who preferred not to participate.

As part of the GNL component, both students in each pair will create a video 鈥渁bout any aspect of their identity that they wish to share,鈥� Sandlos said. 鈥淭hey will then observe their partner鈥檚 video and write a reflection on what they observe and what they have experienced. They will also reflect on what the body can tell us, especially through movement and dance.鈥�

Once the students begin the project, they will be able to work either asynchronously or synchronously, but the 13-hour time difference will likely play a part in their decisions.

Through this project, the two professors hope their students will gain an understanding of the cultural and social dimensions of movement.

鈥淚deas about the body are social and cultural and aren鈥檛 fixed,鈥� Sandlos said. 鈥淲hen we communicate cross-culturally, we realize that people collectively create their understanding about the world and the body. Movement is culturally coded and we need to understand the level of diversity that exists in order to communicate effectively.鈥�

Murakoshi noted that bodies are socially conditioned. In Eastern philosophy and Japanese culture, she explained, small gestures can carry great meaning.

鈥淭his exchange will help the students start to reveal their own biases and understand that how they perceive things is societal,鈥� said Murakoshi. 鈥淭his is revealed clearly when they exchange movement, and I want them to experience that with peers.鈥�

Sandlos hopes students will find the GNL project informative, not only as a cross-cultural exchange but as experiential education, which was her impetus for creating it.

Originally published in YFile.

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Francesca Boschetti, associate director of the 91亚色 English Language Institute (YUELI) in the School of Continuing Studies, gave a talk at the聽Languages Canada Annual Conference聽in Vancouver showcasing her groundbreaking work in globally networked learning.
A collaborative approach to research and teaching that allows students, instructors and researchers from around the world to work together, globally networked learning holds a special place in Boschetti's heart because of her own journey as a language student and advocate for multiculturalism.

"I grew up in Italy and studied multiple foreign languages throughout my schooling and into university, where I concentrated on language teaching and learning," explains Boschetti, who has spent her career figuring out how to best weave internationalization initiatives into language programs in the Canadian university setting.

Boschetti's talk, titled 鈥淕lobally Networked Learning: Internationalization at Home in English Language Classes,鈥� focused on setting up virtual exchanges to provide students from universities in different parts of the world with an opportunity to connect with each other and enhance their intercultural communication and networking skills.

To illustrate her approach, Boschetti discussed the globally networked learning project she launched in collaboration with 91亚色 International and YUELI in Winter 2022 鈥� a year-long virtual exchange between English for Academic Purposes students at YUELI and English for Hotel Administration students at Ponti铿乧ia Universidad Cat贸lica Madre y Maestra (PUCMM), a university in the Dominican Republic. Students involved in the exchange interacted through online activities, including message board chats, group discussions on Zoom, and friendly competitions and games.

"Cross-cultural communication and collaboration have a transformative power," says Boschetti. "Witnessing our students thrive in the classroom, honing their language skills, forging new friendships and gaining invaluable cultural insights reaffirms my commitment to fostering an inclusive, globally connected learning environment."

In her presentation, Boschetti detailed how the institute identified a university partner, designed programming, collaborated with instructors and engaged different cohorts of students. She shared the best practices, learning outcomes, strategies and challenges they encountered.

Many attendees approached her afterwards, seeking advice on how to successfully launch similar programs at their own institutions, which is exactly the response she was hoping for.

"As we thrive to enrich the student experience," says Boschetti, "initiatives such as virtual language exchanges serve as catalysts for meaningful engagement and intercultural dialogue."

Originally published in YFile.

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The COVID-19 pandemic made student mobility and exchange programs challenging, but聽Hugo Chen, director of international collaborations and partnerships for 91亚色's Faculty of Science, found a way to provide students with a global engagement opportunity nonetheless, by turning to globally networked learning (GNL). Now, post-pandemic, the GNL initiative 鈥� his Faculty鈥檚 first 鈥� is still going strong.
GNL, also known as collaborative online international learning virtual exchange (COIL-VE), refers to an approach to research, learning and teaching that enables students, faculty and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.鈥疘t dovetails nicely with 91亚色鈥檚聽University Academic Plan聽and its priority of advancing global engagement, as well as the聽Faculty of Science鈥檚 Strategic Plan聽with its goal of creating 鈥渕ore opportunities for all students to have international exchange and field course experiences.鈥� 聽

It also reflects the University鈥檚 commitment to the United Nations Sustainable Development Goals (SDGs), such as SDG 3: Good Health and Well-being, by contributing to students鈥� overall mental health and resilience; SDG 16: Peace, Justice and Strong Institutions, by promoting intercultural understanding and dialogue; and SDG 17: Partnerships for the Goal, by emphasizing the importance of global partnerships in achieving sustainable development. 

鈥淢any students found the pandemic stressful because they were stuck at home and their opportunities for international exchange were curtailed,鈥� Chen said. 鈥淎lthough I was relatively new to 91亚色, I was experienced in international education and knew the benefits of GNL, or COIL-VE, as it is often called.  

鈥淭he Faculty of Science hadn鈥檛 tried GNL previously, but I want to be an innovator and decided to facilitate some cross-cultural communication.鈥� 

With support from 91亚色 International, the office that supports GNL initiatives at 91亚色, Chen reached out to Xin Wang, an associate professor at Northeastern University in Shenyang, China. The duo, and an administrative colleague there, agreed to organize a series of Zoom sessions to bring students from 91亚色鈥檚 Faculty of Science together with students from Northeastern鈥檚 School of Information Science & Engineering to increase intercultural understanding.  

At 91亚色, Chen invited members of the group Global Leaders of 91亚色 Science (GLYS) to participate. GLYS is a volunteer team that works closely with Chen鈥檚 office to support the Faculty鈥檚 international initiatives, provide undergraduate students with professional development opportunities to enhance their employability skills and help them develop a global mindset. A total of 35 GLYS members and Northeastern students took part in the initial cross-cultural sessions. They began with an international coffee chat over Zoom in November 2021.聽

鈥淢y objective was to have them meet and talk about their own experiences,鈥� said Chen, who is a certified sociocultural competency training facilitator. 鈥淭he important thing was to build understanding and exposure around different cultures.鈥� 

A joint organizing committee comprising students from both universities created a series of virtual sessions, each lasting an hour and a half. The topics they chose included a comparison of their education systems; mental health, including pandemic challenges; artificial intelligence; and the opportunities and risks of globalization. Of course, there was also informal discussion about their favourite books and music, hobbies and interests. 

鈥淚 suggested ideas, provided advice and was there to facilitate their conversations,鈥� said Chen. 

After each session, he and his Northeastern colleagues asked students to provide feedback and suggest potential improvements.  

鈥淭his was an opportunity to broaden their world views without a huge cost,鈥� said Chen. 鈥淣ot all students can afford to travel abroad, so this makes international opportunities accessible and inclusive. Having such an experience may also encourage students to study or travel abroad later. There are benefits to exploring different perspectives and this project opens the door to those possibilities.鈥� 

The success of the program was apparent in the comments students provided on their post-GNL surveys. 

鈥淓ngaging with students from different countries was enlightening,鈥� wrote one student. 鈥淚t鈥檚 fascinating to see how our approaches to science and education differ and, yet, how much we can learn from each other.鈥� 

Another student added, 鈥淭his program opened my eyes to different cultural perspectives and has given me friends from across the globe. I鈥檓 still in touch with my group members and we often discuss our academic and personal life.鈥� 

Since 2021, Chen and his colleagues in China have run the program annually, with participants drawn primarily from GLYS. The composition of the group changes each time, with a mix of returning and new participants, and it continues to be popular. 

鈥淥ne of the program鈥檚 most gratifying outcomes has been the formation of ongoing relationships and friendships among the participants that have transcended the program鈥檚 duration,鈥� said Chen. 鈥淭his speaks to the depth of the students鈥� engagement and the program鈥檚 success in forming meaningful international ties.  

鈥淲e also hope the students will choose 91亚色 for their further studies.鈥� 

Originally published in YFile.

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A French immersion high-school teacher who joined 91亚色's Glendon College pursued a  project to help his students build connections and advance their academic journeys.

A frequent participant in a global scholars program with his students from elementary and middle schools, teacher Jafar Hussain has long understood the value of students building cross-cultural connections. So, when he was seconded to 91亚色鈥檚 Glendon Campus as a course director, he decided the global approach was equally important in the university classroom.

He dove right into a GNL project with students in his Teaching & Learning French in a Core French Context class. GNL is an approach to research, learning, and teaching that enables students, faculty, and non-academic researchers from different locations around the world to participate in, and collaborate on, knowledge-making processes and concrete research projects.

鈥淚 wanted to bring my students a new perspective on what learning could look like,鈥� Hussain said of his plans for his students. 鈥淢y own experience with K-12 students and such programs demonstrated that these experiences are fruitful and enriching.鈥�

His class, taught in French, comprised bachelor of education (BEd) students in their final year of the concurrent teacher education program who will be teaching French as a second language. With assistance from 91亚色 International, Hussain connected with Professor Caroline Andrade at the Universidad Desarollo in Chile and her Spanish-speaking education students who are planning to teach English as a second language.

Since all of the students were future language teachers, the professors broke them into groups with students from both universities and gave them an assignment: introduce yourselves, discuss an issue that affects language learning and create a joint podcast to explain it. They also asked each group to use artificial intelligence (AI) to create an image for their podcast as a way of teaching responsible use of AI.

鈥淧art of developing global competency is navigating communications barriers, and we knew that here, everyone spoke some English,鈥� Hussain said. 鈥淭he real goal of the assignment was to bring them together. What was important was the experience of working together to try to accomplish the goal.鈥�

鈥淣one of us had done an internationally focused project so far and some people were skeptical, but Jafar told us from the beginning to focus on the experience and not worry about the outcome,鈥� said Ana Kraljevic, a student in the class, who is hoping to pursue a career in education policy and leadership.

Kraljevic鈥檚 group explored language insecurity, its root causes and solutions.

鈥淟anguage [or linguistic] insecurity refers to any sort of apprehension a new learner has about speaking the language, whether that is a fear of being judged or not being competent,鈥� said Kraljevic. 鈥淲e鈥檙e learning French and our Chilean counterparts are learning English, so we have similar experiences. Language insecurity is a huge, complex phenomenon and we want to reduce it for future students.鈥�

Rosamaria Conenna, a BEd student who majored in French studies and has a minor in Spanish, also enjoyed the project. Her group chose to discuss accentism: the way accents are perceived in society and how they affect language learners.

鈥淚t can be discouraging if you have an accent because when someone hears it, they often default to your primary language and deny you the opportunity to practise,鈥� she said. 鈥淚t can be disappointing if you have an accent, especially when you know what you鈥檙e saying is correct.

鈥淲e want our future students to know that having an accent is perfectly OK, and that it should not discourage them from practising the languages they learn.鈥�

Conenna鈥檚 group, like the others, connected via WhatsApp to pair and discuss personal experiences to convey their own stories authentically. Each pair recorded a segment of the podcast, which was hosted by a team member who introduced the topic, the group and provided information about research on the subject.

The students presented their group work to the entire class and Hussain was 鈥渂lown away. It all came together beautifully and the students all became more globally aware,鈥� he said. He praised students for their work and shared some words of wisdom. 鈥淩emember all the obstacles you imagined beforehand and look at what you produced. When something seems insurmountable, it鈥檚 so much sweeter when you get to the end point,鈥� he told them.

Kraljevic is already thinking about how she could do something similar with classes she will be teaching in the future, and the experience has fuelled Conenna鈥檚 dreams of teaching abroad.

For Hussain, 鈥淣ow I have a solid model of what GNL could look like at a university level. There were challenges on both sides, but the learning experience is extremely rich.鈥�

Learn more about 91亚色鈥檚 .

Originally published in YFile.

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Through its International Scholarships Program, makes it possible for international students to study or conduct research at 91亚色 and other Canadian institutions as a way of assisting internationalization efforts promoting Canada as a top study/research destination abroad. With pandemic travel restrictions now in the rearview mirror, international students are once again taking advantage of study abroad opportunities, and 91亚色鈥檚 student body is richer as a result. My Duong from Vietnam and Marina Simei from Brazil are among those exchange students who have swelled the ranks at 91亚色.

Duong, a third-year economics student from Vietnam National University, had always wanted to go on an exchange and had her eye on Canada as a place she鈥檇 like to experience. Her university is one of 91亚色鈥檚 partners and when she learned about the International Scholarships Program, she inquired into it. After an eight-month process involving her university, 91亚色 and Global Affairs Canada, Duong received approval for a one-term exchange. By that time, she had only a month to prepare for her semester at 91亚色. Luckily, the team at 91亚色 International (YI), the 91亚色 office that oversees international exchanges, was on hand to smooth her path.

The Global Learning team at YI was extremely helpful,鈥� said Duong. 鈥淚 could email tem directly about my application and without them, my trip wouldn鈥檛 have been possible. The entire team was very welcoming.鈥�

Once she arrived, Duong was apprehensive about the language, since 鈥渦sing English compared to learning English are two different things.鈥�

She has found her professors to be very helpful and took YI鈥檚 advice to email her professors, let them know she was an exchange student and ask for tips on succeeding in class. Joining a study group has helped her meet others, and she enjoyed events organized by YI, by her residence and by the Vietnamese Students Association. She also volunteered for YI鈥檚 Global Outreach Program, offering insights about her home university to potential exchange students.

Since Vietnam National University is a 91亚色 partner, the credits Duong earns here will count toward her degree. She registered for four economics courses and is confident that she is 鈥渄oing okay.

鈥淚 am grateful for the opportunity,鈥� she said. 鈥淚 appreciate Canada-ASEAN Scholarships and Educational Exchanges for Development by Global Affairs Canada. As a first-generation student from a developing country, this scholarship has been a cornerstone of my journey, offering me opportunities I never imagined possible. I am also grateful to the team at my home university for helping to make this experience a reality.鈥�

Duong plans to pursue a master鈥檚 degree in economics and give back to her country. She has been impressed by the emphasis on sustainability at 91亚色.

鈥淚 am passionate about environmental economics, especially for Vietnam as a developing country. There is a lot we can do and I want to contribute my share.鈥�

Simei, a fourth-year languages and literature student from the State University of Rio de Janeiro in Brazil, has enjoyed spending a term at 91亚色 on an Emerging Leaders in the Americas scholarship from Global Affairs Canada.

鈥淚 started studying language and literature because I began teaching English in Brazil,鈥� Simei said. 鈥淚鈥檇 never been to an English-speaking country before and Canada was my choice.

鈥淏eing in a really multi-cultural context is amazing. I鈥檝e never been in a place with people from all over the world and I鈥檝e liked that.鈥�

Her credits from 91亚色 won鈥檛 count toward her degree, so 鈥淚 have used the opportunity to take courses I wouldn鈥檛 be able to do at home because they aren鈥檛 offered,鈥� Simei said. Her schedule included a couple of dance classes, an art that is her passion; Asian Philosophical Traditions; and Health, Storytelling & Media.

She lived off campus and became part of a contact improvisational dance community, so she made friends both at 91亚色 and in the community.

鈥淚鈥檓 a bit sad that the scholarship is only for one term, because I know there鈥檚 a lot more to see, but I鈥檓 in need of a rest and I miss my family,鈥� Simei said. 鈥淚t was a long process to get accepted for this scholarship, but it has been an amazing experience.鈥�

Global Affairs Canada offers a number of scholarships to students for study in Canada and applications for the 2024-2025 school year are now open. Faculty members who have connections at institutions abroad are encouraged to promote these scholarships to their colleagues. More information is available through .

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