Our Impact
Since 2009, Generation Global has helped young people build the knowledge, attitudes and skills needed to engage with the world and with one another.
Rigorous data sits at the heart of how we work. We embed data collection tools within our platform to assess programme effectiveness, improve delivery, and track impact over time. This allows us to measure knowledge acquisition, attitudinal change and skills development through a robust approach developed with expertise from University College London.
Our model has been tried and tested in partnership with multiple governments and our resources are recognized as best practice by the UK Department for Education, UNESCO, the Brookings Institute, and the National Council for Social Studies.
Reach
40+Countries
Participating
700,000+Young People
Reached
20,000+Educators
Trained
7,000+Video Conferences
Facilitated
Satisfaction
Net Promoter Score (NPS) - Young People
Responses: 22,226
How likely would you recommend Generation Global to a friend?
Average score
8.44
/ 10
NPS
+53
Responses: 22226
Detractors (0-60)
2963 · 13.3%
Passives (70-80)
4547 · 20.5%
Promoters (90-100)
14716 · 66.2%
Net Promoter Score (NPS) - Educators
Responses: 1,020
How likely would you recommend Generation Global to a friend?
Average score
9.23
/ 10
NPS
+77
Responses: 1020
Detractors (0-60)
64 · 6.3%
Passives (70-80)
111 · 10.9%
Promoters (90-100)
845 · 82.8%
Outcomes
The learning journey for young people starts with the awareness that intercultural communication and dialogue exist, and through this knowledge, young people can continue to grow and practise the skills and attitudes that are required for efficacy.
Layers of Impact:
-
Awareness: Learners are knowledgeable about what
dialogue is and why it is important to
create peaceful and inclusive societies.
↓ -
Practice: Learners understand and practise the
core skills of dialogue to develop
intercultural communication.
↓ - Transformation: Young people use dialogue as a transferable skill to actively participate in the world as global citizens.
Attitudinal change
This overview brings together three complementary indicators of attitudinal change. Diversity Awareness is a self-reported 0-100 measure of the extent to which learners perceive people with different beliefs, values, or backgrounds in their neighbourhood, country, and the world. Prejudice / Warmth uses a 0-100 feeling thermometer to capture the affective tone of learners' attitudes toward people from different backgrounds. Inclusion of Other in the Self (IOS) measures perceived commonality with out-group members on a five-point closeness scale, here expressed as a weighted average from 0% to 100%.
Attitudinal change overview. Values shown are means, weighted averages, or Agree % depending on the measure. Repeated-measure deltas compare to baseline.
| Measure | Dimension | Baseline | Progress Tracker | Post Video Conference |
|---|---|---|---|---|
| Diversity Awareness | Neighbourhood | 60.9 | 66.5 +5.6 vs baseline | - |
| Diversity Awareness | Country | 67.7 | 72.0 +4.3 vs baseline | - |
| Diversity Awareness | World | 72.0 | 76.1 +4.1 vs baseline | - |
| Prejudice / Warmth | Warmth thermometer | 66.5 | 72.3 +5.7 vs baseline | 74.8 +8.4 vs baseline |
| Inclusion of Other in the Self (IOS) | Overlap score | 52.6 | 55.3 +2.7 vs baseline | - |
View full charts
Diversity Awareness
Me and My Communities (% of people with different backgrounds)
Baseline(Learning Dojo)
Total responses: 63,277 · Matched students: 17,974
Thinking about your neighbourhood, the country where you live and the whole world, what percentage of people do you feel have beliefs, values, or a background that is different from yours?
Neighbourhood
Mean: 60.9
Responses: 17974
0-20
1566
21-40
2424
41-60
3831
61-80
4848
81-100
5305
Country
Mean: 67.7
Responses: 17974
0-20
595
21-40
1664
41-60
3891
61-80
5105
81-100
6719
World
Mean: 72.0
Responses: 17974
0-20
528
21-40
1245
41-60
3829
61-80
4038
81-100
8334
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Repeated Measure(Progress Tracker)
Total responses: 37,659 · Matched students: 17,974
Thinking about your neighbourhood, the country where you live and the whole world, what percentage of people do you feel have beliefs, values, or a background that is different from yours?
Neighbourhood
Mean: 66.5 (+5.6 vs baseline)
Responses: 17974
0-20
1117
21-40
1898
41-60
3366
61-80
4977
81-100
6616
Country
Mean: 72.0 (+4.3 vs baseline)
Responses: 17974
0-20
430
21-40
1254
41-60
3319
61-80
5127
81-100
7844
World
Mean: 76.1 (+4.1 vs baseline)
Responses: 17974
0-20
356
21-40
880
41-60
3198
61-80
4068
81-100
9472
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Prejudice / Warmth
My Community Connections (0–100)
Baseline(Learning Dojo)
Total responses: 63,040 · Matched students: 22,498
How do you feel toward people who have beliefs, values, or a background that is different from yours?
Warmth thermometer
Mean: 66.5
Responses: 22498
Cool (0)
Warm (100)
* Matched longitudinal comparison. The baseline card includes participants who completed the baseline warmth assessment and at least one later warmth measure. Each repeated-measure card shows the subset of that cohort who completed that specific later measure. Differences from baseline are calculated against the paired baseline for the same respondents shown in that repeated-measure card.
Repeated Measure(Progress Tracker)
Total responses: 37,445 · Matched students: 17,949
How do you feel toward people who have beliefs, values, or a background that is different from yours?
Warmth thermometer
Mean: 72.3 (+5.7 vs baseline)
Responses: 17949
Cool (0)
Warm (100)
* Matched longitudinal comparison. The baseline card includes participants who completed the baseline warmth assessment and at least one later warmth measure. Each repeated-measure card shows the subset of that cohort who completed that specific later measure. Differences from baseline are calculated against the paired baseline for the same respondents shown in that repeated-measure card.
Repeated Measure(Post Video Conference)
Total responses: 22,639 · Matched students: 9,567
How do you feel toward people who have beliefs, values, or a background that is different from yours?
Warmth thermometer
Mean: 74.8 (+8.4 vs baseline)
Responses: 9567
Cool (0)
Warm (100)
* Matched longitudinal comparison. The baseline card includes participants who completed the baseline warmth assessment and at least one later warmth measure. Each repeated-measure card shows the subset of that cohort who completed that specific later measure. Differences from baseline are calculated against the paired baseline for the same respondents shown in that repeated-measure card.
Warmth by Video Conference Attendance
Average warmth reported at baseline and after successive video conferences among participants who completed a baseline and at least one post-video-conference reflection.
* Matched longitudinal descriptive view. Group 0 shows baseline warmth for participants who later completed at least one post-video-conference warmth reflection. Groups 1-5 show the mean warmth from the 1st, 2nd, 3rd, 4th, and 5th chronological post-video-conference reflection among participants who attended at least that many conferences. Group 6+ combines reflections from the 6th conference onward. These groups show reported warmth at successive stages of participation and provide a descriptive view of how continued participation in video conferences may contribute to warmer attitudes over time.
Inclusion of Other in the Self (IOS)
Commonalities and Differences (0–100 overlap)
Baseline(Learning Dojo)
Total responses: 59,903 · Matched students: 16,732
How much do you think you have in common with people who have beliefs, values, or a background that is different from yours?
Overlap score
Weighted average: 52.6
Responses: 16732
0%
168
25%
2505
50%
10027
75%
3490
100%
542
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Repeated Measure(Progress Tracker)
Total responses: 33,742 · Matched students: 16,732
How much do you think you have in common with people who have beliefs, values, or a background that is different from yours?
Overlap score
Weighted average: 55.3 (+2.7 vs baseline)
Responses: 16732
0%
154
25%
1879
50%
9735
75%
4199
100%
765
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Skills development
Dialogue Skills Psychometrics
This overview reports average scores on interval-style 0-100 reflective self-assessment items designed to capture Generation Global's core dialogue skill domains: sharing personal experiences/perspectives, respectfully challenging views, active listening, asking questions, critical thinking, and reflection. These items function as psychometric indicators of learners' perceived dialogue skill repertoire at baseline and follow-up.
Overview for Dialogue Skills Psychometrics. Values are means, and repeated-measure values compare to baseline.
| Skill | Measure | Baseline | Progress Tracker |
|---|---|---|---|
| Global Communication - Sharing | I share details about my personal experiences and beliefs openly without being encouraged to do so | 64.1 | 72.9 +8.8 vs baseline |
| Global Communication - Challenging | If I hear something I do not agree with, I know how to respectfully tell others that I have a different perspective | 76.9 | 79.7 +2.8 vs baseline |
| Active Listening | I know how to show others that I am listening to them | 80.0 | 80.8 +0.8 vs baseline |
| Ask Questions | I know how to ask questions that can help develop a conversation further | 71.7 | 76.6 +4.9 vs baseline |
| Critical Thinking | I take time to think about who I am and how my perspectives are influenced by my experiences and background | 72.9 | 77.3 +4.4 vs baseline |
| Reflection | I think about what I have learned so that I can improve the experience of dialogue | 76.4 | 79.7 +3.3 vs baseline |
View full charts
Reflecting on the Skills (0–100 slider)
Baseline(Learning Dojo)
Total responses: 71,724 · Matched students: 24,742
How much do you agree with the statements below?
Global Communication - SharingI share details about my personal experiences and beliefs openly without being encouraged to do so
Mean: 64.1
Responses: 24742
0-20
1690
21-40
2907
41-60
5826
61-80
6219
81-100
8100
Global Communication - ChallengingIf I hear something I do not agree with, I know how to respectfully tell others that I have a different perspective
Mean: 76.9
Responses: 24742
0-20
410
21-40
898
41-60
4612
61-80
5960
81-100
12862
Active ListeningI know how to show others that I am listening to them
Mean: 80.0
Responses: 24742
0-20
304
21-40
728
41-60
4061
61-80
5006
81-100
14643
Ask QuestionsI know how to ask questions that can help develop a conversation further
Mean: 71.7
Responses: 24742
0-20
604
21-40
1890
41-60
5363
61-80
6287
81-100
10598
Critical ThinkingI take time to think about who I am and how my perspectives are influenced by my experiences and background
Mean: 72.9
Responses: 24742
0-20
609
21-40
1463
41-60
5263
61-80
6453
81-100
10954
ReflectionI think about what I have learned so that I can improve the experience of dialogue
Mean: 76.4
Responses: 24742
0-20
258
21-40
888
41-60
4850
61-80
6504
81-100
12242
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Repeated Measure(Progress Tracker)
Total responses: 48,328 · Matched students: 24,742
How much do you agree with the statements below?
Global Communication - SharingI share details about my personal experiences and beliefs openly without being encouraged to do so
Mean: 72.9 (+8.8 vs baseline)
Responses: 24742
0-20
677
21-40
1487
41-60
4500
61-80
7279
81-100
10799
Global Communication - ChallengingIf I hear something I do not agree with, I know how to respectfully tell others that I have a different perspective
Mean: 79.7 (+2.8 vs baseline)
Responses: 24742
0-20
221
21-40
672
41-60
3507
61-80
6432
81-100
13910
Active ListeningI know how to show others that I am listening to them
Mean: 80.8 (+0.8 vs baseline)
Responses: 24742
0-20
174
21-40
661
41-60
3534
61-80
5734
81-100
14639
Ask QuestionsI know how to ask questions that can help develop a conversation further
Mean: 76.6 (+4.9 vs baseline)
Responses: 24742
0-20
284
21-40
1119
41-60
4275
61-80
6642
81-100
12422
Critical ThinkingI take time to think about who I am and how my perspectives are influenced by my experiences and background
Mean: 77.3 (+4.4 vs baseline)
Responses: 24742
0-20
284
21-40
939
41-60
4201
61-80
6551
81-100
12767
ReflectionI think about what I have learned so that I can improve the experience of dialogue
Mean: 79.7 (+3.3 vs baseline)
Responses: 24742
0-20
148
21-40
550
41-60
3826
61-80
6500
81-100
13718
* Within-subjects longitudinal design. Only participants who completed both the baseline (Learning Dojo) and at least one Progress Tracker are included, enabling a matched-cohort comparison of the same individuals at both time points. Each student contributes one baseline response and their final follow-up response on this measure. This reduces bias that would arise from comparing different respondent groups over time.
Dialogue Skills Improvement
This overview reports the proportion of respondents who agree that the programme is developing their dialogue skills. The Progress Tracker item captures whether learners feel the Ultimate Dialogue Adventure overall is developing their dialogue skills, whereas the Post Video Conference item captures whether a specific video conference is perceived as contributing to that development. These are self-reported indicators of perceived skill development rather than direct performance assessments.
Overview for Dialogue Skills Improvement. Values are Agree % from two post-activity questions shown side by side.
| Skill | Progress Tracker | Post Video Conference |
|---|---|---|
| Global Communication | 85.2% | 83.9% |
| Active Listening | 84.9% | 89.9% |
| Critical Thinking | 84.2% | 81.9% |
| Asking Questions | 79.3% | 81.9% |
| Reflection | 84.0% | 73.2% |
View full charts
Perceived dialogue skill development (Agree %)
Repeated Measure(Progress Tracker)
Responses: 47,739
Participating in the Ultimate Dialogue Adventure is developing my dialogue skills
Global Communication
Responses: 47542
Agree %: 85.2%
Disagree
3.0%
Neither agree or disagree
11.8%
Agree
85.2%
Active Listening
Responses: 47542
Agree %: 84.9%
Disagree
2.5%
Neither agree or disagree
12.7%
Agree
84.9%
Critical Thinking
Responses: 47542
Agree %: 84.2%
Disagree
2.8%
Neither agree or disagree
13.0%
Agree
84.2%
Asking Questions
Responses: 47542
Agree %: 79.3%
Disagree
3.1%
Neither agree or disagree
17.6%
Agree
79.3%
Reflection
Responses: 47542
Agree %: 84.0%
Disagree
2.9%
Neither agree or disagree
13.1%
Agree
84.0%
Repeated Measure(Post Video Conference)
Responses: 23,283
The video conference helped me to develop my dialogue skills
Global Communication
Responses: 23168
Agree %: 83.9%
Disagree
1.7%
Neither agree or disagree
14.4%
Agree
83.9%
Active Listening
Responses: 23168
Agree %: 89.9%
Disagree
1.3%
Neither agree or disagree
8.9%
Agree
89.9%
Critical Thinking
Responses: 23168
Agree %: 81.9%
Disagree
2.4%
Neither agree or disagree
15.7%
Agree
81.9%
Asking Questions
Responses: 23168
Agree %: 81.9%
Disagree
1.7%
Neither agree or disagree
16.4%
Agree
81.9%
Reflection
Responses: 23168
Agree %: 73.2%
Disagree
4.0%
Neither agree or disagree
22.8%
Agree
73.2%
Testimonials
- As a teacher, I see a lot of positive changes in my students' behaviour. They have
become more tolerant toward each other and they look at the world around them more
positively. They have developed a great degree of empathy.
Teacher, Ukraine
- When I joined Generation Global, I lacked self-confidence but soon I witnessed a
remarkable change in my personality. Coming across people with different thoughts,
values, religions, languages, and cultures is bound to broaden your mind and make
you see the world with an entirely new vision.
Student, India
- Deliberately teaching students the skills to dialogue will help create a strong
constituency that reaches out to persons of different cultures and faiths. I endorse
this free resource for use in the Philippines as it can help create a culture of
understanding.
Undersecretary, Office of the Presidential Adviser on the Peace Process in the Philippines
- After a 2 day workshop teachers have reported the enthusiastic engagement of their
students in Essentials of Dialogue and after their first video conference, reported
their students to be highly excited by the experience.
Teaching and Learning Officer, Department of Education Northern Territory Government