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: 22,941
How likely would you recommend Generation Global to a friend?
Average score
8.45
/ 10
NPS
+53
Responses: 22941
Detractors (0-60)
3034 · 13.2%
Passives (70-80)
4673 · 20.4%
Promoters (90-100)
15234 · 66.4%
Net Promoter Score (NPS) - Educators
Responses: 1,039
How likely would you recommend Generation Global to a friend?
Average score
9.24
/ 10
NPS
+77
Responses: 1039
Detractors (0-60)
64 · 6.2%
Passives (70-80)
112 · 10.8%
Promoters (90-100)
863 · 83.1%
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 | 71.9 +4.2 vs baseline | - |
| Diversity Awareness | World | 72.1 | 76.1 +4.0 vs baseline | - |
| Prejudice / Warmth | Warmth thermometer | 66.5 | 72.3 +5.7 vs baseline | 74.8 +8.3 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: 65,187 · Matched students: 18,297
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: 18297
0-20
1594
21-40
2464
41-60
3900
61-80
4939
81-100
5400
Country
Mean: 67.7
Responses: 18297
0-20
605
21-40
1691
41-60
3945
61-80
5201
81-100
6855
World
Mean: 72.1
Responses: 18297
0-20
534
21-40
1259
41-60
3907
61-80
4103
81-100
8494
* 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: 38,186 · Matched students: 18,297
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: 18297
0-20
1141
21-40
1936
41-60
3421
61-80
5071
81-100
6728
Country
Mean: 71.9 (+4.2 vs baseline)
Responses: 18297
0-20
444
21-40
1282
41-60
3384
61-80
5194
81-100
7993
World
Mean: 76.1 (+4.0 vs baseline)
Responses: 18297
0-20
360
21-40
893
41-60
3268
61-80
4135
81-100
9641
* 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: 64,929 · Matched students: 23,013
How do you feel toward people who have beliefs, values, or a background that is different from yours?
Warmth thermometer
Mean: 66.5
Responses: 23013
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: 37,964 · Matched students: 18,272
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: 18272
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: 23,349 · Matched students: 9,877
How do you feel toward people who have beliefs, values, or a background that is different from yours?
Warmth thermometer
Mean: 74.8 (+8.3 vs baseline)
Responses: 9877
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: 61,786 · Matched students: 17,055
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: 17055
0%
171
25%
2559
50%
10231
75%
3546
100%
548
* 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: 34,253 · Matched students: 17,055
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: 17055
0%
154
25%
1911
50%
9953
75%
4265
100%
772
* 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 | 77.4 +4.5 vs baseline |
| Reflection | I think about what I have learned so that I can improve the experience of dialogue | 76.5 | 79.8 +3.3 vs baseline |
View full charts
Reflecting on the Skills (0–100 slider)
Baseline(Learning Dojo)
Total responses: 74,318 · Matched students: 25,160
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: 25160
0-20
1714
21-40
2950
41-60
5927
61-80
6321
81-100
8248
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: 25160
0-20
414
21-40
910
41-60
4682
61-80
6058
81-100
13096
Active ListeningI know how to show others that I am listening to them
Mean: 80.0
Responses: 25160
0-20
310
21-40
745
41-60
4123
61-80
5099
81-100
14883
Ask QuestionsI know how to ask questions that can help develop a conversation further
Mean: 71.7
Responses: 25160
0-20
615
21-40
1922
41-60
5455
61-80
6387
81-100
10781
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: 25160
0-20
620
21-40
1484
41-60
5351
61-80
6571
81-100
11134
ReflectionI think about what I have learned so that I can improve the experience of dialogue
Mean: 76.5
Responses: 25160
0-20
261
21-40
900
41-60
4929
61-80
6617
81-100
12453
* 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: 49,053 · Matched students: 25,160
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: 25160
0-20
686
21-40
1501
41-60
4572
61-80
7415
81-100
10986
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: 25160
0-20
222
21-40
682
41-60
3568
61-80
6517
81-100
14171
Active ListeningI know how to show others that I am listening to them
Mean: 80.8 (+0.8 vs baseline)
Responses: 25160
0-20
178
21-40
664
41-60
3606
61-80
5801
81-100
14911
Ask QuestionsI know how to ask questions that can help develop a conversation further
Mean: 76.6 (+4.9 vs baseline)
Responses: 25160
0-20
289
21-40
1137
41-60
4348
61-80
6748
81-100
12638
Critical ThinkingI take time to think about who I am and how my perspectives are influenced by my experiences and background
Mean: 77.4 (+4.5 vs baseline)
Responses: 25160
0-20
287
21-40
955
41-60
4260
61-80
6658
81-100
13000
ReflectionI think about what I have learned so that I can improve the experience of dialogue
Mean: 79.8 (+3.3 vs baseline)
Responses: 25160
0-20
151
21-40
555
41-60
3890
61-80
6600
81-100
13964
* 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 | 84.3% | 81.8% |
| Asking Questions | 79.3% | 81.9% |
| Reflection | 84.0% | 73.2% |
View full charts
Perceived dialogue skill development (Agree %)
Repeated Measure(Progress Tracker)
Responses: 48,468
Participating in the Ultimate Dialogue Adventure is developing my dialogue skills
Global Communication
Responses: 48271
Agree %: 85.2%
Disagree
2.9%
Neither agree or disagree
11.8%
Agree
85.2%
Active Listening
Responses: 48271
Agree %: 84.9%
Disagree
2.5%
Neither agree or disagree
12.6%
Agree
84.9%
Critical Thinking
Responses: 48271
Agree %: 84.3%
Disagree
2.7%
Neither agree or disagree
13.0%
Agree
84.3%
Asking Questions
Responses: 48271
Agree %: 79.3%
Disagree
3.1%
Neither agree or disagree
17.6%
Agree
79.3%
Reflection
Responses: 48271
Agree %: 84.0%
Disagree
2.8%
Neither agree or disagree
13.1%
Agree
84.0%
Repeated Measure(Post Video Conference)
Responses: 24,004
The video conference helped me to develop my dialogue skills
Global Communication
Responses: 23889
Agree %: 83.9%
Disagree
1.7%
Neither agree or disagree
14.4%
Agree
83.9%
Active Listening
Responses: 23889
Agree %: 89.9%
Disagree
1.2%
Neither agree or disagree
8.9%
Agree
89.9%
Critical Thinking
Responses: 23889
Agree %: 81.8%
Disagree
2.4%
Neither agree or disagree
15.7%
Agree
81.8%
Asking Questions
Responses: 23889
Agree %: 81.9%
Disagree
1.7%
Neither agree or disagree
16.4%
Agree
81.9%
Reflection
Responses: 23889
Agree %: 73.2%
Disagree
3.9%
Neither agree or disagree
22.9%
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