This research explores how virtual reality can develop intercultural competence in young English learners. Through an immersive VR game comparing Chinese and New Zealand cultures, children build cultural understanding, openness, and critical awareness. The project also establishes design principles to help educators create accessible intercultural learning experiences through VR.

This research investigates how schools can reduce children's susceptibility to online misinformation. While content moderation and fact-checking have limitations, evidence suggests critical thinking education significantly improves children's ability to identify fake news. The project aims to develop school-based interventions that strengthen digital literacy and promote safer online behaviour.