Promoting Learning about Precarity and Resilience in War: Virtual Encounters between Afghan and American Students in International Studies Courses.

This article examines the Afghanistan–US Cross-Cultural Peer Learning program (AFUSCCPL), a virtual exchange between US international studies students and Afghan peers aimed at reducing perceived distance and fostering understanding of war-affected populations. Through pre- and post-surveys, interviews, participant observation, and reflection papers, the study found that US students gained insight into the precarity and resilience of Afghans, leading to increased humanization, reduced intergroup anxiety, and greater outgroup trust, though empathy development was mixed. Despite challenges such as technological issues, language barriers, time differences, varying participant commitment, and ethical concerns related to power imbalances, the program demonstrated that virtual encounters can be an effective pedagogical tool for connecting students across cultural and conflict divides. The findings suggest such programs may better prepare international studies students for engagement with populations affected by conflict and war.