Multinational Exchange Class: Malaysia & Lebanon Online

Executive Summary

On July 25, 2025, the first GAR International Online Exchange Class was successfully held, connecting children aged 5-9 from Malaysia and Lebanon. This pioneering program utilized Nashenbot's MPBOT 609 robotics kits and a carefully designed virtual framework to facilitate meaningful cross-cultural interaction and hands-on STEM learning. The exchange effectively fostered friendship, curiosity, and collaborative skills among young learners, demonstrating the potential of online platforms to connect classrooms across borders.

Introduction

In today's interconnected world, developing global awareness and collaboration skills from an early age is essential. The GAR 2025 International Online Exchange Class, organized by GARS and sponsored by Nashenbot, created a unique opportunity for kindergarten and early primary students from Malaysia and Lebanon to connect through robotics and shared learning. This case study explores how the program achieved its educational objectives while overcoming geographical and linguistic barriers.

How Did We Overcome Language Barriers in Early Childhood Education?

The program successfully addressed language differences through a multi-faceted approach. While English served as a common bridge with simple phrases and vocabulary, we primarily relied on visual communication and demonstrations. Local teachers provided real-time translation support in Malay and Arabic when needed, ensuring all children understood instructions. Most importantly, the hands-on robotics activities created a universal language of collaboration, where children communicated through sharing materials, demonstrating techniques, and celebrating each other's successes together.

What Structured Framework Ensured Engagement in Online Learning?

We developed a six-phase workflow designed to maintain engagement throughout the 60-minute session. The structure balanced teacher-led instruction with hands-on activities, keeping children actively involved. Each phase had clear objectives and smooth transitions, maintaining momentum while allowing flexibility for spontaneous interaction. The rhythm of the session moved between whole-group instruction, small-group collaboration, and individual participation, catering to different learning styles and attention spans.

How Was Technology Optimized for Young Learners Using Zoom?

Recognizing that Zoom was not originally designed for early childhood education, we implemented a thoughtful multi-camera approach that created an engaging and developmentally appropriate visual experience for young learners. Each classroom utilized a dual camera system: a static wide-angle camera showing the entire group to foster a sense of shared space, and a mobile handheld camera operated by the assistant teacher to capture close-ups of children's expressions and provide detailed shots of their robotic creations. During the project showcase, the mobile cameras from both countries became the primary feed, allowing children to see clear, close-up views of each other's work as they presented.

What Educational Outcomes Were Achieved?

The exchange delivered significant outcomes in several key areas. Children developed genuine cross-cultural friendships and showed enhanced curiosity about their international peers. Participants demonstrated increased confidence in expressing ideas and sharing their work with others. The collaborative nature of the activities strengthened teamwork and problem-solving skills among the 5-9 year old participants. Academically, children gained foundational STEM knowledge through hands-on robotics assembly, while also developing digital literacy through the online platform experience.

Session Workflow

The engaging 60-minute session followed this structured approach:

1. 1.Ice-Breaking & Friendship Building

Children introduced themselves using simple phrases, gestures, and their native languages, helped by teachers' translations to build immediate connections.

2.Theme Introduction

The lead teacher introduced the "Amusement Park" theme through vibrant visuals and props, sparking excitement and creativity.

3.Collaborative Building Phase

Children worked in small groups with MPBOT 609 kits, engaging in lively discussion and problem-solving while constructing their amusement park rides.

4.Interactive Project Showcase

Every child participated in presenting their team's creation, explaining their design choices and sharing their excitement about the building process.

5.Positive Feedback & Reflection

Teachers highlighted examples of creativity and collaboration, reinforcing key learning objectives and celebrating achievements.

6.Certificate Presentation

Physical certificates from GARS were presented to each participant by their local teachers, serving as formal recognition of their achievement in this international collaboration.

How Did We Measure Program Success?

We employed multiple assessment methods including direct observation of student engagement, analysis of student creations, teacher feedback surveys, and collection of participant reflections. These qualitative measures provided comprehensive insights into the program's effectiveness in meeting its educational and cultural exchange objectives for this age group.

Outcomes and Impact

· Cross-Cultural Friendship: Children aged 5-9 developed genuine connections with international peers

· Confidence Building: Young participants gained confidence in expressing ideas and sharing work

· Collaborative Skills: Enhanced teamwork and problem-solving abilities among early learners

· STEM Engagement: Developed foundational robotics and programming skills

· Global Awareness: Fostered early understanding of different cultures and traditions

Recommendations for Future Exchanges

· Share pre-session cultural videos to build background knowledge

· Adapt activity timing based on theme complexity and age group

· Include parent engagement segments to broaden impact

· Develop age-appropriate assessment methods for learning outcomes

· Create shared digital space for teacher collaboration across cultures

Conclusion

The July 25, 2025 exchange between Malaysia and Lebanon demonstrated that physical distance is no barrier to meaningful early childhood education when supported by appropriate technology and thoughtful pedagogy. The program successfully combined robotics learning with cultural exchange for children aged 5-9, creating lasting educational impact and personal connections. The physical certificates provided tangible recognition of the children's accomplishments, serving as a lasting reminder of their cross-cultural achievement. This framework provides a replicable model for future multinational classroom collaborations that can adapt to different age groups and cultural contexts.