This research article explores the potential of using GitHub as a platform to foster democratic learning in a transnational context. GitHub, a web-based hosting service for version control of code repositories, has gained significant attention in the fields of computer science and software development. However, its potential for educational purposes, particularly in the context of democratic learning, has received limited attention. This study aims to bridge this gap by investigating how GitHub can facilitate transnational conversations that promote democratic learning.
The article draws on theoretical frameworks of democratic education and transnational learning to guide the research design. It employs a mixed-methods approach, combining qualitative data from interviews and focus groups with quantitative data from GitHub usage analytics. The study examines a case of a collaborative programming project conducted by students from different cultural and geographical backgrounds. The project leverages GitHub’s features, such as issue tracking, pull requests, and code reviews, to foster inclusive and egalitarian conversations among participants. The analysis focuses on three main aspects: the nature of conversations on GitHub, the influence of transnational interactions on democratic learning, and the impact of GitHub’s affordances on students’ engagement and understanding.
Findings from this study contribute to the growing body of literature on technology-mediated learning and democratic education. They shed light on the potential of GitHub as a pedagogical tool for promoting democratic principles in a transnational educational context. The study also provides insights into the challenges and opportunities associated with using GitHub in educational settings, including issues of access, equity, and cultural sensitivity. The implications of the research extend to educators, policymakers, and researchers interested in leveraging digital platforms to enhance democratic learning in an increasingly interconnected world.
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