The third part of this book consists of five chapters, which report in detail on learner collaborations across the internet. The authors share their experiences and demonstrate how meaningful interaction may influence the development of intercultural citizenship of both learners and their teachers.

The first chapter in this section, Chapter 6, written by Melina Porto, Petra Daryai-Hansen, María Emilia Arcuri and Kira Schifler, shows how young learners from Argentina and Denmark using English as a lingua franca begin to acquire the skills of criticality through being involved in the discussion of environment protection. As a result of internet collaboration, each group of ‘Green Kidz’ takes action in their own communities.

Chapter 7, by Catherine Peck and Manuela Wagner, echoes the first section of the book, dedicated to the understanding of the key concepts of intercultural citizenship, but this time university students from two different countries, Korea and the USA, are interacting. Being future teachers, or some of them teachers already in activity, participants are asked to prepare lesson plans for their own contexts. The authors describe in practical detail the challenges of such internet collaboration, and how the difficulties that the students encounter may provide excellent opportunities for intercultural learning.

In Chapter 8, Melina Porto reports on another project that involves university students. As in the case of other learners’ collaborations described in this book, criticality is an important dimension of this project too. The participants observe and analyse mural art and graffiti, which leads them to ‘action in the community’. Again, the author of this chapter discusses challenges and difficulties in order to help other teachers replicate this collaborative project.

The last two chapters in this section are written by the same authors, Melina Porto and Leticia Yulita. In Chapter 9, they show how a particularly sensitive topic of a war between two countries (Argentina and UK) can be discussed by learners from these countries in such a way that they move beyond their national perspectives towards an ‘international’ one.