Bridging Digital Enclaves through Dialogue: An Educational Intervention by College Counselors to Enhance Students' Acceptance of Shared Values
Abstract
study designed and tested a counselor-led dialogic educational intervention aimed at bridging digital enclaves and enhancing students' acceptance of shared values. A quasi-experimental design was adopted, involving four parallel classes (N=160) from a Chinese university. The
experimental group (two classes) received a four-week "cross-enclave dialogue" intervention, while the control group (two classes) attended
regular class meetings. Participants completed pre- and post-test measures of enclave cohesion, acceptance of shared values, and perspectivetaking ability. Results showed that the intervention significantly increased acceptance of shared values in the experimental group compared
to the control group (p <.01, ? = 0.24). Perspective-taking partially mediated this effect, and the intervention was particularly effective for
students with high enclave cohesion. These findings demonstrate that counselor-led dialogic interventions can effectively mitigate the negative
impact of digital enclaves on value education. The study provides a practical, replicable educational strategy for college counselors to foster
shared values through dialogue.
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DOI: http://dx.doi.org/10.70711/wef.v3i12.9431
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