# Empowering transmedia citizen journalists: Collaborative Action on Transmedia and Human Rights (CATHR)

José Luis Jiménez-Figarotti<fnref n="1" />

## Abstract

The Collaborative Action on Transmedia and Human Rights (CATHR), a 15-week hybrid educational program, empowers Venezuelan journalism students to become ethical digital communicators and human rights activists utilizing transmedia storytelling. Created to address Venezuela's humanitarian crisis, the program offers a replicable model for underprivileged settings by addressing structural violence, political unrest, and limited educational opportunities. CATHR promotes commitment to collective action by employing Collaborative Online International Learning (COIL), Freire's (2005) critical pedagogy, and Mezirow's (1978) transformative learning theory. Since 2019, it has involved more than 550 students in 17 iterations, creating cross-continental partnerships with universities in the United States, Europe, Africa, and Latin America. In line with the Sustainable Development Goals (SDGs) and the Universal Declaration of Human Rights (UDHR), students utilize project-based learning to create journalistic serious games and Transmedia Narrative Universes (TNUs) that address issues such as inequality, corruption, and climate change. This paper addresses issues such as emotional fatigue and resource disparities, while highlighting the program's transformative impact, which includes improved journalism skills, increased intercultural sensitivity, and solutions to overcome digital disadvantages.

**Keywords:** transmedia literacy, collective action, human rights advocacy, COIL, transformative learning.

<footnote n="1">1. Andrés Bello Catholic University, Bolivarian Republic of Venezuela, jojimene@ucab.edu.ve, https://orcid.org/0000-0001-6640-0515</footnote>
# 1. Introduction

In an interconnected world grappling with systemic inequalities, education must empower learners as ethical agents of global solidarity (Byram, 2014; Singer, 1973). For Venezuelan youth, this imperative intersects with a fractured reality: economic collapse, political repression, and educational exclusion, with over 90% of universities reporting infrastructure decay and student dropout rates exceeding 60% (ENCOVI, 2020). The ENCOVI (National Survey of Living Conditions) is a comprehensive, methodologically rigorous, multi-institutional survey (involving the Andrés Bello Catholic University, Central University of Venezuela, and Simón Bolívar University) that provides empirical data on the socio-economic and living conditions in Venezuela. This situation has eroded access to civic participation and quality learning (Bachelet, 2021; Human Rights Watch, 2020).

Amidst digital inequity and government censorship, the Collaborative Action on Transmedia and Human Rights (CATHR) program emerged as a crisis-responsive educational initiative. Since 2019, it has engaged 550 Venezuelan students across 17 iterations, fostering cross-continental collaborations with institutions in the United States, Europe, Africa, and Latin America. The 15-week hybrid program integrates Collaborative Online International Learning (COIL) into its curriculum, merging transmedia literacy, project-based learning by integrating critical pedagogy (Freire, 2005), transformative learning (Mezirow, 1978), and social activism (Rennick, 2015; Serpa et al., 2020) to equip journalism students with skills to advocate for human rights through transmedia storytelling. These partnerships align with UNESCO's call for equitable education in emergencies, as outlined in the Global Education Monitoring (GEM) Report (UNESCO, 2022), addressing challenges such as emotional fatigue and limited academic resources.

This practice report focuses on one such iteration: a Blended Intensive Program (BIP) implemented in partnership with a German university in 2023. The iteration engaged 58 students from Venezuela, Germany, Latvia, the Netherlands, and Finland in co-designing “newsgames” focused on the Sustainable Development Goal (SDG) 16 (peace, justice, and institutions), which blended investigative reporting with game mechanics to engage audiences in critical global issues, such as corruption, institutional accountability, and human rights. Through Miro-based collaboration, discussions of ethical dilemmas, and field visits, learners navigated power asymmetries and emotional fatigue while amplifying marginalized narratives (Bartsch et al., 2021; Ruiz et al., 2021). Drawing on testimonials and focus groups, this report examines how the BIP promoted intercultural empathy, practical media skills, and civic engagement, illustrating COIL's ability to overcome resource disparities.
CATHR's design merges COIL collaborations (Duffy et al., 2022; Jiménez-Figarotti & Kressner, 2021; Rubin & Guth, 2022), transmedia literacy (Darvin, 2020; Jenkins, 2009; Klimanova & Hellmich, 2021; Robledo Dioses & Atarama Rojas, 2016), and project-based learning to address structural violence through campaigns anchored in SDGs and Universal Declaration of Human Rights (UDHR) (Bekkering et al., 2023; United Nations, 2015). By partnering with institutions across five continents, the program confronts Venezuela's digital inequities (GEM Report, 2022) via low-tech tools and ethical design principles (Jiménez et al., 2022; Satar & Hauck, 2021). By synthesizing crisis-responsive pedagogy with global collaboration, CATHR offers a replicable model for education in marginalized contexts, aligning local realities with universal justice frameworks (see Appendix A).

## 2. Objectives

This program aims to empower learners as transmedia citizen journalists through skill-building in transmedia storytelling, critical thinking, and collaborative problem-solving. Its goals are to:

1. promote democracy, civic responsibility, and social change through strategic communication and educational outreach;

2. raise human rights awareness by anchoring projects in the UDHR and SDGs;

3. foster intercultural citizenship via COIL with international peers, cultivating empathy and global solidarity;

4. promote civic engagement by enabling students to design actionable campaigns that address structural inequalities.

It also aims to empower participants with four essential skills: globally competent interaction, collaborative multicultural coexistence to promote understanding and teamwork across cultures, action-oriented application of knowledge to address real-world challenges, and metacognitive reflection through iterative feedback and self-assessment. In what follows, we explain how these align with Bloom's Taxonomy (Krathwohl, 2002), but evidencing the development of these transversal skills is beyond the scope of this practice report.
## 3. Context

Despite The 2023 implementation of the CATHR program, featuring a BIP, exemplifies its transformative potential through a hybrid learning model that combines in-person and virtual collaboration. This iteration, supported by an Erasmus+ grant, brought together students and faculty from Venezuela and Europe to explore the intersection of digital technologies and SDG 16 (peace, justice, and strong institutions). While this example highlights the program's impact, it represents only one of many iterations, with evidence drawn from testimonials, observations, and assessments.

The CATHR program engages participants from diverse institutional and socio-cultural contexts. The primary Venezuelan partner is a private university operating under significant constraints due to the national economic crisis. International collaborators included:

* A public university of applied sciences renowned for its computer science programs,

* An international higher education university of applied sciences focused on social sciences,

* A public research university focused on digital design and gamification,

* A technical university specializing in interdisciplinary studies.

The program involved 58 undergraduate students from five countries. Venezuelan participants were predominantly final-year students in journalism and communication, while other cohorts included students from computer engineering and social sciences. The on-site group included six Venezuelan students selected for their leadership potential and academic merit, alongside 26 peers from Germany, Latvia, the Netherlands, and Finland. Meanwhile, 26 Venezuelan journalism students participated only virtually. They did not participate in the physical exchange. English was the program's lingua franca. Collaborative teams consisted of 8–10 students to ensure an interdisciplinary balance.

The program was co-designed and facilitated by a multidisciplinary team of 10 staff members, including one senior faculty member from Venezuela (roles: curriculum design, local coordination); five professors from the Western European university (roles: workshop facilitation); one instructor from the Northwestern European institution (roles: intercultural mentorship); two instructors from Northern Europe (roles: intercultural mentorship); and one administrative staff member from the Western European university (roles: logistical support, digital platform management). The author's roles centered on pedagogical design, ethical oversight, and data collection for program evaluation.
4. Program design

CATHR, developed by the Venezuelan professor and COIL coordinator, integrates COIL modules into courses like "Transmedia Journalism" and "Documentary." Students address SDGs and human rights through projects like Transmedia Narrative Universes (TNUs), developing applied journalism skills such as ethical reporting, multimedia storytelling, and audience analysis.

<figure><img src="image_1.png" /><figcaption>Figure 1. Transmedia Narrative Universe</figcaption></figure>

Note. This figure illustrates how an initial narrative converges and expands through multiple media platforms, creating interconnected yet independent transmedia stories. Each story retains ties to the original narrative, forming a cohesive transmedia narrative universe. The crossing lines represent interconnections, highlighting that this universe operates as an open system. Adapted from "Transmedia storytelling: From convergence to transliteracy," by M.M. Freire, 2020, DELTA: Documentação de Estudos em Linguística Teórica e Aplicada, 36, p. 11 (https://doi.org/10.1590/1678-460X2020360309). CC BY 4.0.
A TNU (see Figure 1) is a communication and education strategy that utilizes multiple interconnected digital platforms and media to disseminate information and build a comprehensive understanding of a specific topic. Key features are presented in Table 1.

<table><caption>Table 1. Key features of the TNU</caption><thead><tr><td>Feature</td><td>Explanation</td></tr></thead><tbody><tr><td>Multiplatform</td><td>Stories unfold across diverse media (e.g., blogs, podcasts, social networks), each platform contributing unique narrative elements (Jenkins, 2009).</td></tr><tr><td>Informative & Educational</td><td>Prioritizes knowledge dissemination, with a focus on the UDHR and the SDGs.</td></tr><tr><td>Audience Participation</td><td>Users act as “prosumers,” co-creating and sharing content to expand the narrative (Jenkins, 2009).</td></tr><tr><td>Coherence & Expansion</td><td>Maintains thematic consistency across platforms while offering varied perspectives and depth (Jenkins, 2009).</td></tr><tr><td>Goal-Oriented</td><td>Involves topic analysis and audience behavior studies to tailor content consumption (see Appendix B).</td></tr><tr><td>Research-Based</td><td>(VE) What did you learn from taking part in this program?</td></tr><tr><td>Dissemination Strategy</td><td>Strategically distributes content via digital channels to maximize reach and spark dialogue (see Appendix B).</td></tr></tbody></table>

Project-based tasks, such as creating advocacy campaigns or newsgames, cultivate critical thinking and technical proficiency (Sperrfechter et al., 2024). For example, in the hybrid COIL module with universities from Germany, Latvia, the Netherlands, and Finland, students designed interactive newsgames addressing corruption (SDG 16), synthesizing complex issues into actionable media (see Appendix C).

The CATHR program is designed to align with Bloom's Taxonomy, guiding learners from foundational knowledge acquisition to advanced creative and collaborative skills (see Appendix B). This structure ensures students develop technical expertise in digital journalism and critical competencies for social advocacy. Table 2 shows how CATHR corresponds to Bloom's cognitive domains.
<table><caption>Table 2. Patterns of engagement resistance</caption><thead><tr><td>Bloom's cognitive domains (Krathwohl, 2002)</td><td>CATHR</td></tr></thead><tbody><tr><td>Remembering (Knowledge Acquisition)</td><td>Students are introduced to core concepts, including digital journalism tools, multimedia storytelling, artificial intelligence (AI), and augmented reality. This foundational stage aligns with Bloom's "remembering" level, focusing on recalling facts and principles.</td></tr><tr><td>Understanding (Critical Analysis)</td><td>Learners analyze local and global media ecosystems, media ethics, and trends related to misinformation. This corresponds to Bloom's "understanding" domain, where students interpret and contextualize information, identifying biases and systemic inequities in media.</td></tr><tr><td>Applying (Practical Implementation)</td><td>Students apply research methodologies, data analysis, and fact-checking techniques to address real-world issues. This reflects Bloom's "applying" level, where knowledge is used in new contexts, such as verifying sources or synthesizing data for human rights reporting.</td></tr><tr><td>Analyzing (Audience and Impact Assessment)</td><td>Learners assess audience behavior, measure the impact of media, and strategize social media engagement (see Appendix B). This aligns with Bloom's "analyzing" phase, emphasizing the ability to deconstruct systems and connect content to societal effects.</td></tr><tr><td>Evaluating (Strategic Decision-Making)</td><td>Learners design projects, allocate budgets, and develop fundraising plans. This reflects Bloom's "evaluating" level, where learners assess the feasibility and ethical implications of campaigns and make evidence-based decisions to optimize them.</td></tr><tr><td>Creating (Content Production)</td><td>The program culminates in the creation of original content, encompassing copywriting, game design, and audiovisual production. This embodies Bloom's "creating" level, where students synthesize skills to produce innovative transmedia narratives that educate and advocate for human rights.</td></tr><tr><td>Collaborating (Community Engagement)</td><td>While not a traditional Bloom tier, collaboration is integrated as an extension of "creating." Students work in multicultural teams to devise social media strategies and foster intercultural dialogue, promoting participatory citizenship.</td></tr><tr><td>Sharing (Dissemination and Advocacy)</td><td>Learners present and disseminate their TNUs to global audiences (see Appendix B). This stage transcends Bloom's framework, emphasizing real-world application and the ethical responsibility to share knowledge, amplifying social impact.</td></tr></tbody></table>

CATHR transitions learners from passive knowledge recipients to active creators and advocates. The TNU project serves as a capstone, integrating all levels of Bloom's Taxonomy (see Appendix B): Students recall foundational concepts, apply technical skills, evaluate ethical dilemmas, and create impactful narratives. This structured approach equips students with digital journalism expertise while fostering critical consciousness, empowering them to address global challenges through collaborative, justice-oriented media.
CATHR's experiential learning model aims to nurture self-efficacy and civic responsibility. Collaborative projects with diverse peers foster empathy and a commitment to collective action, while metacognitive reflection (e.g., post-project analyses) solidifies personal growth (Jiménez-Figarotti & Kressner, 2021). Beyond individual development, CATHR aims to drive tangible social impact; student-led campaigns on climate justice and gender equity are disseminated via NGOs, while alumni contributions to international conferences (e.g., International Virtual Exchange Conference) position them as advocates in global academia.

From late September to early October 2023, six Venezuelan communications students participated in a two-week immersive experience at a German university, while 26 of their peers from Venezuela joined remotely. This hybrid initiative, co-designed by faculty in Germany and Venezuela, aimed to equip students with a nuanced understanding of digital technologies, their risks and opportunities, and their role in fostering good governance, i.e., processes and institutions that meet the needs of society while making the best use of resources at their disposal. The BIP's structure combined intensive in-person workshops in Germany with virtual collaboration, creating a dynamic cross-continental learning environment. While the on-site cohort engaged in hands-on skill development and intercultural exchange, remote participants collaborated via platforms like Miro, enabling real-time and asynchronous teamwork across time zones. Students were divided into six interdisciplinary teams, each blending on-site and remote members.

These teams tackled the intersection of digital innovation and governance by designing “newsgames,” interactive journalistic tools that educate players on SDG 16 through gamified storytelling. The collaborative process required students to assume interdisciplinary roles: computer engineering students handled technical design, social sciences students analyzed governance frameworks, and journalism students crafted narratives. Venezuelan participants contributed firsthand insights into crises such as political repression, while others offered comparative perspectives on transparency and democracy. This exchange fostered cultural sensitivity and enriched the project outcomes.

The program's activities were designed to promote diverse perspectives and collaboration. Synchronous sessions bridged time zones, enabling brainstorming, peer feedback, and project updates, while asynchronous work on Miro boards (see Appendix C) facilitated equitable participation. On-site students also visited German media hubs, gaining insights into ethical journalism and advocacy, and they reported back to their online peers. These experiences informed the creation of newsgames (see Appendix C).
Remote Venezuelan students further developed TNUs, distributing content across blogs, podcasts, and social media. This process involved audience analysis, with Venezuelan students mapping local media consumption habits and other participants targeting global audiences. Teams debated how to adapt messages for different platforms, striking a balance between brevity and depth to maximize impact. Hybrid workshops on Miro (see Appendix C) enabled students to co-create digital storyboards, map institutional corruption networks, and identify entry points for investigative reporting. Ethical dilemma discussions (see Appendix C) further enriched the learning experience, as Venezuelan students shared strategies for reporting under censorship, while other participants advocated for digital activism. Together, they drafted ethical guidelines that blended universal human rights principles with localized realities.

By engaging in Guided Discovery-Blended Learning (Sperrfechter et al., 2024), students assumed roles as game designers, developers, and problem solvers, addressing issues such as the societal impact of corruption, the importance of strong institutions, and the role of independent media in promoting accountability.

## 5. Evaluation and discussion of outcomes

The following testimonials highlight the transformative impact of this program, underscoring its ability to equip future journalists for the complexities of a globalized media landscape. Program outcomes were assessed through focus groups (N = 23 online students from Venezuela) and testimonials (N = 7 students, comprising 4 from Venezuela and 3 from Europe). Participation was voluntary. Focus groups, co-facilitated by a professor in Venezuela and one in Germany, followed a structured questionnaire (see Appendix D). Testimonials were prompted via open-ended questions aligned with program objectives. Data anonymization ensured participant confidentiality.

Learners described the experience as transformative, valuing interactions with peers from diverse cultural and socio-economic backgrounds. One participant noted, "Connecting with the world's most important global discussions was profound; being immersed in a multicultural environment allowed us to learn from classmates with unique perspectives and experiences." Exposure to diverse viewpoints is crucial in journalism education, as it fosters empathy and cultural sensitivity (Robledo Dioses & Atarama Rojas, 2016).

Another learner highlighted the program's emphasis on diversity: "The gathering enabled us to recognize ourselves as human beings amidst diversity while gaining insights into the distinct
realities of each of our countries." This recognition is vital for humanizing storytelling. By understanding lived experiences across various contexts, students can create content that resonates globally and amplifies the voices of underrepresented individuals.

One participant described the program as a "pivotal moment," which deepened her understanding of the SDGs and connected her with a diverse community, including Venezuelan classmates. This collaborative environment encouraged critical engagement with issues like poverty, inequality, and climate change, topics central to investigative journalism (Robledo Dioses & Atarama Rojas, 2016).

Another testimonial emphasized a shift in perspective on sustainable development and technology: "This collaboration challenged me to reimagine my perspective. I now see technology as a powerful tool for advancing sustainable development and recognize the importance of teamwork in achieving a sustainable future." This underscores the need for digital literacy in journalism. By leveraging technology, students can amplify their reporting, reach broader audiences, and drive social change.

One learner reflected on the democratizing power of digital media: "I previously believed only governments, influential individuals, and corporations could drive change related to the SDGs. This collaboration showed that small yet significant changes through digital media can impact countless individuals and highlight global issues." This realization underscores the role of citizen journalism in shaping public discourse (Robledo Dioses & Atarama Rojas, 2016). CATHR tasks were designed to develop skills to create accessible, impactful content that advocates for social justice.

Finally, a participant from Venezuela described the program as "a watershed moment that will redefine the internationalization of Venezuelan education." He emphasized the importance of connecting students from Venezuela with peers from the Global North to foster mutual understanding and collaboration. This suggests that participants can develop critical awareness of systemic inequalities and the media's role in challenging these structures by addressing disparities between the Global North and South.

As with any complex international educational program, several challenges and shortcomings emerged during its implementation. A major challenge was unequal access to reliable internet and digital tools. Many Venezuelan students, particularly those in remote or economically disadvantaged areas, faced limited bandwidth, unstable connections, and insufficient devices, which hindered their participation in collaborative projects and synchronous activities.

While diversity was a strength of the program, it also posed challenges. Cultural differences occasionally lead to misunderstandings and language barriers, especially for students who are not fluent in English, further complicating collaboration and idea exchange. Coordinating across
multiple time zones created logistical difficulties. Scheduling synchronous meetings that
accommodated students often resulted in limited participation from some Venezuelan students,
affecting the continuity and cohesiveness of group projects. The program's focus on global issues
such as poverty, gender inequality, and climate change sometimes led to emotional fatigue among
participants. Students reported feeling overwhelmed by the scale and complexity of these challenges,
which occasionally reduced their motivation and engagement.

Working together, students from the Global North and the Global South brought to light differences
in academic preparation, technical proficiency, and resource availability. Compared to peers from
more affluent areas, some students from underprivileged backgrounds felt overshadowed or less
secure in their contributions.

6. Conclusion and recommendations for future iterations

The CATHR program is an innovative and impactful initiative that has the potential to equip students with the skills and values necessary to address global challenges through journalism and media. While the program has achieved remarkable success in implementing tasks and activities designed to foster critical thinking, intercultural collaboration, and digital storytelling, addressing challenges, such as the digital divide, emotional fatigue, and power imbalances, will be crucial for its continued evolution. By refining its pedagogy and addressing these limitations, the program can serve as a model for transformative education, preparing future journalists and media creators to navigate an increasingly complex and interconnected world. For example, to address unequal access to reliable internet and digital tools, the program should integrate low-tech tools and pre-recorded lectures while expanding asynchronous resources, such as collaborative platforms or offline-accessible materials, to bridge the digital divide.

7. Acknowledgements

AI-Use Statement: Figure 1 was designed by the author and visually refined using AI tools (You.com) to enhance alignment with Bloom's Taxonomy. The manuscript's language accuracy was improved using Grammarly and ChatGPT for grammar, clarity, and coherence. The author carefully examined, revised, and approved all AI-generated content to maintain intellectual integrity.
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ISSN: 2647-4832 (online only)
Appendix A

<table><caption>Table 3: Frameworks, Methodologies, Challenges, and Impacts of the CATHR Program</caption><thead><tr><th>Category</th><th>Key Elements</th><th>Alignment with CATHR</th></tr></thead><tbody><tr><td>Theoretical Frameworks</td><td></td><td></td></tr><tr><td>• Byram's ICC</td><td>Critical thinking, respectful dialogue, and collaborative agency.</td><td>Fosters intercultural citizenship and global solidarity; aligns with COIL collaborations.</td></tr><tr><td>• Freire's Pedagogy</td><td>Critical reflection, empowerment, and action-oriented learning.</td><td>Empowers students to transition from victims to agents of change.</td></tr><tr><td>• Mezirow's Theory</td><td>Transformative shifts in worldview and social justice commitment.</td><td>Drives metacognitive reflection and human rights advocacy.</td></tr><tr><td>• Rennick's Activism</td><td>Responsibility for societal challenges and transformative social action.</td><td>Cultivates civic engagement through transmedia campaigns (e.g., SDGs).</td></tr><tr><td>• Singer's Ethics</td><td>Moral obligation to address global inequality.</td><td>Encourages learners to prioritize global well-being in their work.</td></tr><tr><td>Methodologies</td><td></td><td></td></tr><tr><td>• COIL</td><td>Collaborative Online International Learning with global partners.</td><td>Connects Venezuelan students with peers in 5+ countries to co-design solutions (e.g., TNUs).</td></tr><tr><td>• Transmedia Storytelling</td><td>Cross-platform narratives (blogs, podcasts, videos).</td><td>Amplifies marginalized voices; TNUs focus on UN human rights articles (e.g., migrant rights).</td></tr><tr><td>• Project-Based Learning</td><td>Experiential, community-driven projects.</td><td>Students create campaigns addressing structural violence (e.g., climate justice).</td></tr></tbody></table>
<table><tr><td>Contextual Challenges</td><td></td><td></td></tr><tr><td>• Venezuela's Crisis</td><td>Structural violence, political repression, and digital divide.</td><td>Adaptive strategies: Hybrid delivery, low-tech tools (e.g., WhatsApp for low-bandwidth regions).</td></tr><tr><td>• Global Inequities</td><td>UNESCO's GEM Report (2021/22): Educational exclusion, lack of digital access.</td><td>CATHR prioritizes equitable participation and resource-sharing in COIL partnerships.</td></tr><tr><td>Impacts</td><td></td><td></td></tr><tr><td>• Individual</td><td>Critical thinking, digital literacy, and intercultural competence.</td><td>85% of students (2025 interviews) reported improved skills; 68% noted heightened empathy.</td></tr><tr><td>• Civic</td><td>TNUs are disseminated via NGOs/social media and partnerships with human rights groups.</td><td>Campaigns on press freedom, equity, and poverty reduction.</td></tr><tr><td>• Global</td><td>Contribution to SDGs: model for crisis-responsive education.</td><td>Recognized as a blueprint for fostering resilience in marginalized contexts (e.g., Latin America).</td></tr></table>

Note: CATHR merges critical pedagogy, global collaboration, and transmedia storytelling to empower Venezuelan youth as advocates for justice in a fractured world.
Appendix B

Relationship Between CATHR, Cognitive Domains of Bloom's Taxonomy, and Student Outputs

<figure><img src="image_2.png" /><figcaption>Figure 2: CATHR's design aligned with Bloom's Taxonomy</figcaption></figure>
<figure><img src="image_3.png" /><figcaption>Figure 3: Audience Analysis Generated by Students</figcaption></figure>
Note: Owing to infrastructural and technological limitations in the author's local context, higher-resolution exports of this figure could not be produced. The image is included in their original form, reflecting the material conditions under which the pedagogical work documented in this study was conducted. This figure illustrates a student-led audience analysis titled "News Consumption Habits on Multimedia Platforms Among Students." The analysis identifies key factors influencing peers' news consumption patterns, including platform preferences, multimedia engagement, and sociocultural influences. The study employs mixed methods, combining surveys and qualitative data, to profile a representative student sample. Visualizations highlight demographic trends, platform-specific behaviors, and correlations between childhood media exposure and current consumption habits. Conclusions underscore the dominance of digital platforms in news access and the role of interactivity in shaping youth engagement. The project exemplifies CATHR's emphasis on applied research and audience-centric storytelling.
<figure><img src="image_4.png" /><figcaption>Figure 4: Transmedia Narrative Universe on the Human Right to Education</figcaption></figure>
Note: This figure presents a student-designed infographic titled "Education as a Human Right," anchored in Article 26 of the Universal Declaration of Human Rights. The transmedia project, developed by CATHR participants, advocates for equitable education as a catalyst for societal development and individual dignity. Key Components: 1. Platform Strategy: A central hub integrates TikTok, Instagram, and WhatsApp to disseminate content. TikTok features short videos on historical Latin American educational pioneers, while Instagram amplifies these narratives with impactful visuals. WhatsApp engages university communities through targeted informational shares. 2. Design: A vibrant palette of cool blues and warm yellows/oranges creates visual contrast, paired with bold keywords to enhance memorability and audience connection. 3. Target Audience: Youth aged 20-25 in Caracas, Venezuela, emphasizing accessibility and relevance to local educational challenges. 4. Timeline: A three-week phased rollout (design, content launch, evaluation) followed by iterative adjustments based on audience feedback. The project exemplifies CATHR's pedagogical focus on transmedia storytelling, human rights advocacy, and participatory design, bridging global frameworks with public engagement.
Appendix C

Journalistic Serious Games

<figure><img src="image_5.png" /><figcaption>Figure 5: "Ridiculous Rulers" – A Journalistic Serious Game on Governance and Corruption</figcaption></figure>

Note: This figure illustrates Ridiculous Rulers, a serious game co-designed by CATHR students to explore ethical governance and systemic corruption. The game challenges players to navigate political crises while balancing democratic principles and manipulative tactics. Players compete to become the "President of RR" by persuading an elected Elector that their proposed solutions to national crises (e.g., economic collapse, civil unrest) are the most effective. However, corruption mechanics allow players to subvert fair play through action cards, mirroring real-world abuses of power.
<figure><img src="image_6.png" /><figcaption>Figure 6: "Ridiculous Rulers" – A Journalistic Serious Game on Governance and Corruption</figcaption></figure>

Note: Owing to infrastructural and technological limitations in the author's local context, higher-resolution exports of this figure could not be produced. The image is included in their original form, reflecting the material conditions under which the pedagogical work documented in this study was conducted. Each round begins with a Crisis Card read by the Elector, a rotating role. Populists (other players) submit Measure Cards as solutions. The Elector selects the "best" solution, but players may deploy Corruption Cards to manipulate outcomes (e.g., spying on opponents' cards, silencing rivals). The Veto Card allows collective intervention to uphold fairness, rewarding or penalizing players based on majority consensus. Key Components: Crisis Cards: Describe hypothetical national emergencies requiring policy responses. Measure Cards: Propose solutions aligned with democratic values (e.g., transparency, equity). Corruption Cards: Enable underhanded tactics (e.g., Blackmail, Slander, Espionage) to sabotage opponents or rig elections. Veto Card: Permits players to challenge unethical decisions, reflecting democratic accountability
# Appendix D

## Focus Group Questions

<table><caption>Table 4: Focus Group Questions</caption><thead><tr><th>Category</th><th>Focus Group Questions</th></tr></thead><tbody><tr><td>Environmental and Climate Issues</td><td>Global Perspective:<br>How do you perceive the interconnectedness of global environmental and climate justice issues?</td></tr><tr><td>Personal Lived Experiences</td><td>Cross-Cultural Interactions:<br>Did your experiences in the COIL program provide new perspectives on social, environmental, and climate justice, particularly about your interactions with students and faculty from different cultural backgrounds?<br>Challenges and Opportunities:<br>What were the most significant challenges and opportunities you encountered in addressing social, environmental, and climate justice issues within the COIL program?<br>Personal Transformation:<br>Did your COIL program participation influence your views or actions on social, environmental, and climate justice? If so, how?</td></tr><tr><td>Media Portrayal</td><td>How do you perceive social, environmental, and climate issues based on news and media coverage in the country of collaboration?<br>Personal Observations:<br>Have you had any personal experiences or observations related to social, environmental, or climate issues in the other country of collaboration, either through travel or online interactions?</td></tr></tbody></table>
<table><tr><td></td><td>Comparison to the other country:<br/>How do you compare the social, environmental, and climate challenges faced by your country to those in your peer's country?</td></tr><tr><td>Perceptions of (the other country's) Faculty and Students</td><td>Did you encounter any cultural differences or challenges in your interactions with your peer faculty and students?<br/>Strengths and Weaknesses:<br/>What were the most notable strengths and weaknesses you observed among your peers' students and faculty in the context of your COIL project?<br/>Empathy and Understanding:<br/>How do you feel that your peer students and faculty understood the challenges faced by partner students and faculty in the COIL program?</td></tr><tr><td>Technologic al divide</td><td>How did technology impact the collaboration?</td></tr></table>