International Education for Low-Income Students: Virtual Exchange and the Academic Success Among Pell-Recipient Community College Students.

This study investigates the relationship between participation in virtual international exchange—a digital form of global learning—and academic success indicators, specifically credential completion and cumulative GPA, among low-income (Pell-funded) and higher-income students at two community colleges in the U.S. Southeast. Using administrative data from 26,748 students and propensity score weighting to address baseline differences, the study finds that virtual exchange participation is positively associated with higher rates of credential completion and increased GPA for both Pell recipients and non-recipients. The research is framed by the capability approach, emphasizing what low-income students can achieve when given access to such opportunities. While results suggest virtual international exchange is a promising high-impact practice for fostering academic success, the study notes disparities in participation by race/ethnicity and academic program, highlighting the need for equitable access initiatives. These findings have implications for community college administrators and international educators aiming to enhance student success through accessible global learning experiences.