Collaborative online international learning

This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical considerations of this approach. The findings indicate that COIL enhances critical intercultural skills, such as cross-cultural communication and collaboration. This study highlights the necessity of establishing clear guidelines and objectives from the beginning, alongside active teacher participation, to foster a supportive environment that builds student confidence and autonomy. Additionally, COIL has broadened students' understanding of cultural perspectives, which is valuable for their application in early childhood education settings. Ultimately, this study positions COIL as a valuable method for promoting intercultural collaboration and embedding Indigenous perspectives. This approach serves as a form of internationalization at home, preparing students to integrate diverse cultural insights into their professional roles in Early Childhood Education and Care.

The onset of COVID-19 profoundly disrupted Higher Education Institutions (HEIs) globally, including in South Africa, compelling a rapid shift to online teaching and learning. This unforeseen transition exposed significant gaps in digital literacy and technological preparedness among educators and students, challenging traditional methods of instruction. The pandemic underscored the urgent need for HEIs to reimagine their curriculums more responsive to a technology-driven world. This reflective inquiry, grounded in narrative research, draws from the authors' experiences as students to explore critical issues in curriculum development. Through storytelling and reflective dialogue, the authors highlight the limitations of existing curriculums and the need for transformative changes. The study argues that HEIs must adopt blended and hybrid learning models, integrate 21st-century skills into curricula,

The objective of this writing is to share innovative initiatives of internationalization at home (I at H) emerged at the Universidad Autónoma del Estado de Morelos, facing COVID 19, through technologies at the service of internationalization of universities "internationatics” (Juárez-Salomo, 2012) as the main resource of management and pedagogical strengthening of multinational institutions, emphasizing the “all of us”, in front of a common cause: find ways to recover from the health emergency of COVID 19. The shared methodology includes the results of a research conducted among teachers from eight Latin American countries; some pedagogical strategies considering cognitive, behavioral, and emotional components; and provide examples of initiatives carried out, including the results of international collaborations achieved. Conceiving the internationalization not only as an indicator of quality of higher education institutions, but also as a strategy to provide academic alternati...

This study offers a reflection on the process of internationalization of higher education (IHE) in Latin America, zooming in on the proximities and distances between Brazil and Peru. These countries are contextualized within regional and global frameworks to contrast their IHE processes. To this end, data was collected from the official websites of 118 public higher education institutions (HEIs) in those countries-69 Brazilian federal universities and 49 Peruvian national universities. A quantitative analysis was conducted to identify explicit evidence of internationalization through website menus and search tools. Results show that most of the Brazilian universities and 65.31% of Peruvian HEIs presented some evidence of internationalization, carried out through different strategies. Brazilian universities tended to highlight mobility programs, partnerships, multilingual resources, and international offices, while Peruvian universities emphasized participation in regional networks, virtual mobility, and government-supported guides. The study suggests that while Brazil leads this process in terms of international rankings and research output, Peru appears more intentional in communicating internationalization efforts online. This analysis underscores the need for inclusive, situated, and multidimensional approaches to internationalization in the Latin America.

made substantial contributions to development and delivery of informational webinars and the stakeholder input group that were central elements in the pilot project. Averell Bauder facilitated meetings of the stakeholder input group; Sharon Anderson and Stefan Lutter, all educators with Cornell Cooperative Extension, also aided in outreach surrounding the webinar series and hosted viewings of the series.

Educators carries a variety of articles and manuscripts that contribute knowledge and ideas in the quest for excellence in educating children of African descent and other minority learners. Each issue contains research articles, general interest articles, and book reviews. Views expressed do not necessarily reflect the position taken by the Texas Alliance of Black School Educators.

Higher  education  institutions  worldwide  show  an  interest  in  enhancing  their  internationalisation  initiatives  by  integrating  innovative  teaching  approaches  into  formal  curricula.  A  main  concern  is  to  ensure  that  pre-service teachers enter future classrooms with a high level of civic competence. The aim of this study was to investigate the challenges and opportunities confronted within a professional development programme designed to promote pre-service teachers’ competencies for democratic culture. The professional development  programme  was  a  three-year Erasmus+  KA2  programme  involving the development of teacher training modules inspired by and aimed at developing competencies from the Reference Framework  of  Competencies  for  Democratic  Culture.  Its  objective  was  to  integrate  digital  resources  within practicum-based learning modules based on democratic citizenship values. Following the implementation of the programme, a SWOT analysis (strengths,  weaknesses,  opportunities  and  threats)  was  conducted to gather data on the programme’s potential to support pre-service teachers’ civic competencies. The SWOT analysis was completed by ten teacher educators from  five  different university  departments  located in two metropolitan cities in central and northern Greece.  Thematic analyses were used at a case and group level. The results showed that the online affordances of the programme, combined with each department’s practicum-based learning modules, could effectively support the development of pre-service teachers’ civic competencies, provided that resources were adapted with a human-centred sensitivity to the specificities of each context. In alignment with worldwide teacher education trends, we advocate for the implementation of similar programmes in the future as a participatory internationalisation at home strategy for supporting teacher online collaboration and peer learning.

Study abroad participants need to receive guided education and training if they are to successfully navigate new cultures, as well as recognize and understand their own cultural beliefs and values as related to their experiences abroad. To address this need, some study abroad programs offer intercultural interventions before, during, or after the study abroad experience

Collaborative Online International Learning (COIL) is often framed as an example of a broader practice known as Virtual Exchange (VE). The term Virtual Exchange has increasingly been used as an attempt to unify a fragmented field of Higher Education practice and is often used interchangeably with the term COIL. However, the design of COIL, with its strong focus on collaborative and intercultural learning, is often very different to other VE initiatives. Labelling all VE initiatives, including COIL, generally as VE, can lead to both educators and researchers having difficulty identifying and distinguishing COIL. Therefore, the purpose of this paper is to provide a critical review of VE and define COIL and its key characteristics. This article also describes how theory can inform practice and explains why continued interchangeable use of the term COIL with the umbrella term Virtual Exchange is unhelpful for future research and practice.

This paper describes a case study of instructional strategies employed in a collaborative online international learning experience between students from Colombia and the US to increase their understanding of cultural tolerance. The study aimed to examine student perception of their intercultural skills development, particularly in recognizing both cultural similarities and differences, as previous research suggests that students struggle with identifying differences, focusing only on similarities in exchanges. Data were collected from transcriptions of student reflection recordings and their final presentations and were analyzed using the intercultural competence dimensions and subdimensions framework. The findings suggest that participants developed cultural awareness of differences, openness, and tolerance of their own and their partners’ cultures and increased their teamwork skills.

The purpose of this article is to identify the various reasons that teacher mentoring within schools is beneficial for schools, teachers, and students. Mentoring within schools promotes teacher retention and consistency among educators. Mentoring programs not only increase job satisfaction and help teachers to emerge as leaders within their schools, but also have a positive effect on student achievement and engagement. Teachers work collaboratively with each other as valued team members. When schools implement mentoring programs effectively, the sharing of knowledge between teachers becomes an inherent quality whereby students, teachers, and the school climate benefits. Businesses worldwide have adopted various mentoring and induction programs in an effort to help new employees become acclimatized to their jobs. Mentoring programs are meant to help new hires with job expectations, to increase job satisfaction and productivity, and to identify and develop leaders within the organization. Mentoring programs work much the same in education systems, but instead of making money, mentoring programs in schools develop highquality educators who then promote student achievement. Schools with mentoring programs remain consistent in their transfers of knowledge, help to foster leadership, and promote teacher retention. Instead of working in isolation, educators collaborate and critically assess new knowledge. The shift in teacher collaboration is a welcome change from the isolated practices that educators have become accustomed to, and is a benefit to teachers, students, and school climates. Consistency Schools benefit from consistency, and mentorship can provide new teachers with a level of consistency that may otherwise be overlooked. With mentoring, novice teachers have direct access to the mentoring teachers who can share their knowledge, thus reducing the time that it takes to acquire necessary information. Principals are often too busy at the start of the year to sit down with new staff and go over the many details that are necessary to learn, and therefore rely on their mentoring teachers to assist and guide the new teachers. Mentorship promotes rapid learning (Stanulis & Floden, 2009) and builds a level of consistency useful in all aspects of the day-today school practices: student learning, expected behaviours, and the overall positivity of the school's climate. School climate refers to the quality and character within schools. It is based upon experiences, goals, teaching practices, relationships, and organizational hierarchies within schools (Cohen, McCabe, Michelli, & Nicholas, 2009). When teachers mentor, they teach the novice teachers about the school climate. This transfer of knowledge is invaluable for new teachers who are struggling to remember and conquer many tasks. Jennifer (a pseudonym) discussed how, at her first job, she had no mentor, and there seemed to be no consistent expectations. She would often see teachers purposefully ignore negative student behaviours, claiming that they did not know the procedures. Jennifer felt that the school climate was unruly, inconsistent, and manipulated by the students. Eventually, she left the school and took a job at another school, because she did not think that the school climate was going to change. When teachers feel such negative emotions, they are unable to maintain an ideal level of efficacy (Vesely, Saklofske, & Leschied, 2013). At her current school, Jennifer has a mentor and feels like valued team member, whereby teachers are invested participants who uphold expected

The purpose of this article is to identify the various reasons that teacher mentoring within schools is beneficial for schools, teachers, and students. Mentoring within schools promotes teacher retention and consistency among educators. Mentoring programs not only increase job satisfaction and help teachers to emerge as leaders within their schools, but also have a positive effect on student achievement and engagement. Teachers work collaboratively with each other as valued team members. When schools implement mentoring programs effectively, the sharing of knowledge between teachers becomes an inherent quality whereby students, teachers, and the school climate benefits. Businesses world-wide have adopted various mentoring and induction programs in an effort to help new employees become acclimatized to their jobs. Mentoring programs are meant to help new hires with job expectations, to increase job satisfaction and productivity, and to identify and develop leaders within the organiza...

This chapter reports on Blending MOOC s into English Language Teacher Education with Virtual Exchange during a Pandemic (BMELTEVEP), a virtual exchange project carried out between March and April 2021, with students and staff based in three Higher Education Institutions, two in the Global South (Brazil and Sri Lanka) and one in the Global North (UK). Participants were involved in the Third Space (Bhabha, 2004; Bhabha & Rutherford, 2006) created through the VE project, engaging with each other synchronously online and also asynchronously with a global English Language Teaching community of practice (Lave & Wenger, 1991) of over 200,000 participants on the FutureLearn MOOC Understanding Language: Learning and Teaching (by the University of Southampton and the British Council, 2020). Third Space, as coined by Bhabha (2004), is a place of exchange, clash, contrast, rearticulation, and negotiation rather than a space of resolution (Guimarães & Finardi, 2021; Helm, 2013; Orsini-Jones et al., 2022). Third Space emphasises the ambivalence that questions authoritarian and colonial discourses as well as the systems that reproduce them (Bhabha & Rutherford, 2006; Finardi & Guimarães, 2020).

gratitude to you! You were an incredible source of knowledge and support. Taking your classes and having you as my mentor was a life-changing experience. Dr. Kuchar, you played an essential role in my personal and professional development over the years. As a professor, I thank you for expanding my knowledge in your classes, for your encouragement to complete this program, and for your unconditional guidance. As a professional, I thank you for hiring me as a school counselor, for giving me the opportunity to become a school leader and for being a role model and a great mentor. Dr. Babo, you taught me to love statistics, but most importantly you made me feel valued in your classes. Thank you! I want to thank my friends and family members who supported me throughout the years and who were essential to my success. Gladys, you embarked on this journey with me from the beginning to the end. Love you! Xiara, Carolina, Jessenia, Lazarito, Vilma, and Luis, thank you from the bottom of my heart. I also want to thank my Seton Hall hermanas Omayra and Ivette. Although you completed your doctorates before I did, you kept pushing me until I crossed the finish line. Last, but certainly not least, I want to thank the talented women who took part in this study. Your stories were compelling and inspiring to me. Thank you for sharing your experiences with me and the rest of the world. I hope this paper can inspire more Latinas to seek administrative positions. Si se puede! vi

This study examined the underrepresentation of women in leadership roles, specifically on the underrepresentation of Latina women holding leadership administrative positions in education. Using social capital as the theoretical framework, this study explored the role of mentoring relationships in the career advancement and promotions of Latina women. A narrative research design was selected to collect participants’ stories about their career advancement into school leadership positions. The narratives were collected through semi-structured face-to-face interviews. A total of 20 Latina school administrators were interviewed for 45 to 60 minutes. Upon completion of the interviews, the data was analyzed using narrative analysis. This study showed that mentoring relationships are essential to the career advancement of Latina school administrators. Current literature shows that Latina women have traditionally found mentors outside of their professional environments. Typically, these mentors include their mothers or other close family members (Méndez-Morse, 2004). However, all the women in this research study stated that they had formal or informal professional mentoring relationships. Participants reported stronger mentoring relationships with informal mentors. Most of the informal mentoring relationships were established through close work with their immediate supervisors. This study suggests that having informal mentors facilitated Latina women’s aspirations to become school leaders. In addition, the findings of this study suggest mentors were essential for Latina women's attainment of leadership positions and therefore, counteract the pattern of underrepresentation of Latinas in such roles in New Jersey schools.

This study explored the lived experiences of school leaders and the role of mentoring relationships in their careers. This study showed that informal mentoring relationships are essential to the promotion of women of color. Most of the mentoring relationships were established through close work with their immediate supervisors. This study suggests having informal mentors facilitated Latina women's aspirations to become school leaders and counteract the pattern of underrepresentation of Latinas in such roles.

This study aims to reflect on the relationship between internationalization and foreign languages (L2) as perceived by learners of a language and internationalization program, funded by the Brazilian government at a federal university. The discussion addresses the role of national/local language policies, relating them to the internationalization of higher education in Brazil. Answers to an online questionnaire used here suggest that the idea of internationalization is associated mainly with academic mobility. The importance of learning L2 for internationalization was also highlighted in the data. Problems such as the low number of language courses offered outside the main campus and the low language proficiency of lecturers at the university were also mentioned. The

This study aims to discuss some possibilities of adopting digital resources for using English as an additional language (EAL) in the process of internationalization of higher education. The literature review includes approaches such as COIL, MOOCs and EMI used globally, and is contrasted with local evidence of the adoption of digital resources and EAL use in a Brazilian university. The study used a bibliographic research methodology, combined with a literature review, to discuss digital resources as part of approaches for using EAL in internationalization, contrasting with local evidence in the university investigated. Results of the study suggest that the use of digital resources is necessary to promote a more comprehensive process of EAL use in higher education internationalization. The conclusion indicates that a combination of digital resources and alternative approaches can foster language use for internationalization in higher education institutions.

This paper reports on the BRASUIS Virtual Exchange (VE) Project carried out in two universities in Brazil and another one in Switzerland. The theoretical framework informing the research is that of Collaborative Online International Learning COIL/VE as a strategy to develop Global Citizenship (GC) and Internationalization at Home (IaH) in the three institutions involved. The BRASUIS project involved 26 students from the universities involved and eight international scholars as guest speakers. The project included both synchronous and asynchronous exchanges carried out over 14 weeks. The methodology employed to analyze the impact of the BRASUIS project on the institution's IaH and GC approach is qualitative, using content analysis to look at data from reflection reports and observations produced by the project participants and lecturers. Results of the analysis reveal a varying degree of institutionalised internationalisation when comparing Brazilian and Swiss institutions and suggest that the BRASUIS project made a significant contribution to the development of GC and IaH in the Brazilian institutions involved and though it was a teacher-led innovation, there is potential to institutionalize VE projects beyond individual teachers' efforts in those institutions. Results are discussed in terms of the challenges and benefits of VE to develop GC and IaH.

The immersion of global higher education in a competitive, economyoriented paradigm calls for perspectives on internationalisation that are explicitly aimed at shaping cooperative, sustainable and alternative/ decolonial futures. The authors of this chapter recognise the relevance of research perspectives that-epistemologically aligned with critical internationalisation studies-emphasise the dilemmas and contradictions of internationalisation of higher education (IHE). In this chapter, the authors therefore present reflections that confront the hegemonic discourse that portrays the phenomenon of IHE as an unconditional good. The authors dialogue with the idea of promoting a perspective of IHE from and for the Global South-that is, one that instead of suppressing, recognises the epistemic plurality of the world. To do so, the authors assume that any critical efforts to address internationalisation in the context of the Global South can be enriched when explicitly situated within colonial history. The authors argue that looking towards the future of IHE requires a look towards its past. Specifically, the authors bring together four interrelated lines of argument: (i) recognising the university as a historical producer and reproducer of colonial hierarchies; (ii) conceiving the Global South as a field of epistemic challenges; (iii) having a non-myopic view of South-South cooperation; and (iv) spreading the epistemological horizon of Critical Reflections on the Internationalisation of Higher Education in the Global South Diverse Perspectives on Creating a Fairer Society, 33-47

This mixed-methods study investigated Japanese university students' perceptions of English-medium online intercollegiate student conferences, particularly focusing on those engaged in English as a Foreign Language (EFL) learning. Using the theoretical frameworks of Self-Determination Theory (SDT) and Learner Engagement (LE), the study aimed to identify the challenges and opportunities in fostering linguistic competence and confidence among less proficient English learners in Model United Nations (MUN) simulations and similar platforms. Thematic analysis of qualitative data and statistical analysis of quantitative data highlighted key themes such as language proficiency, preparation, social interaction, emotional comfort, and cultural exchange. The findings reveal that language proficiency is a critical gateway to engagement, and that preparation and social interaction significantly impact learners' confidence and ability to participate. The study underscores the importance of creating supportive environments that nurture autonomy, competence, and cultural exchange, thus enhancing intrinsic motivation and engagement among EFL learners. It contributes to the field of EFL learning by providing insights into educational scaffolds needed for less proficient English learners in international academic forums.

This study explores the outcomes of a Philippines Study Tour for Japanese university students participating in a management program, focusing on the integration of service learning with international fieldwork. Through reflexive thematic analysis of student reports, the research identifies three salient themes that encapsulate the tour's impact: Cultural Exchange and Insight, SocioEconomic Observations, and Personal and Professional Growth. Students' exposure to Filipino culture was found to significantly influence their levels and types of engagement, with direct interaction with local communities enhancing their cultural understanding. Observations of socioeconomic disparities provided real-world context to their academic studies, as students grappled with the visible contrasts in wealth, infrastructure, and healthcare. The tour also catalyzed profound personal and professional development, prompting introspection about cultural identities, values, and future career paths. Interactions with locals and experiences within educational settings contributed to a broader worldview and a deeper appreciation for global citizenship. This study underscores the value of study tours as powerful pedagogical tools for cultivating intercultural competence and social responsibility in future professionals.

Author(s): Rodriguez, Helen Sandoval | Advisor(s): Conley, Sharon; Cook-Gumperz, Jenny | Abstract: ABSTRACTAn Exploratory Study of the Perspectives of K-12 Public School Latina School Leaders in One California RegionbyHelen Rodriguez This dissertation utilized a qualitative research design to explore the perceptions of Latina K-12 educational leaders in a southern geographic region within California. Current trends among K-12 public schools in California reflect a disproportionate ratio of Latino(a) students to Latino(a) school administrators. This disparity creates a need for increased insight and understanding of cultural mores and customs typically associated with the ethnic make-up of the school population, which promotes the potential for successful administrative leadership. However, potential school administrators who are Latina are at particular risk to achieve a position of leadership within the public school setting for a variety of reasons. This research utilized intervie...

The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the pandemic. We conclude that the change of route/paradigm can be done more safely with the use of a(n) GPS/institutional self-analysis of the internationalization process.

Purpose:- This paper presents an analysis of the development of a new graduate certificate course in Petroleum Data Management. The course was developed in response to an identified gap in skills and training in data management which was perceived to be a substantial risk in terms of: industry sustainability, efficiency and potentially wider implications of safety as assets are transferred between operators and for decommissioning. The aim of this paper is to critically reflect on how academia and industry can work together to support emerging professions in information management. Findings:- The course development process was ultimately successful but also challenging and lessons have been learned which will be of interest to the wider professional and academic body. These include: securing resources and industry engagement for course development, negotiating cultural differences between academic and industry and managing stakeholder relationships throughout the lifecycle of the co...

Internationalization-at-home activities present relevant opportunities for innovation in the teaching-learning process. These activities provide a very broad set of advantages, including the development of soft skills and increased motivation of students. This article aims to contribute to the debate on internationalization of higher education institutions by exploring students’ perceptions and experiences after participating in an international collaboration project involving 153 students in 5 universities in Germany, Mexico, Portugal, Scotland and the United States of America during the Fall/Winter semester 2017. The focus of this study is students’ satisfaction and perceptions. Results demonstrate that although students found the idea of collaborating with peers from other universities very appealing, high levels of satisfaction depended on commitment, both their own and that of their peers. The feelings during the project were predominantly positive, although students recognized...

Analysis of strengths and challenges of facilitation and development efforts at larger US state-funded university systems: this chapter focuses on state-funded university systems in the United States (US), they are by no means unique in pursuing cohesive, multi-location, and systematic facilitation. US systems are treated separately here primarily because of the prevalence of collaborative online international learning (COIL) development among US systems and because of the distinct features of these systems. In broadest terms, the promise or hope of systemness for COIL facilitation can be described fairly simply: COIL international partnership development, for example, can benefit and be benefited by distribution across a system. The chapter reviews system-wide COIL facilitation at five public university systems, including the State University of New York, the University of Minnesota, the University of Washington (UW), Ohio University, and Pennsylvania State University. At UW, COIL development began at the Bothell campus with several coordinated activities in 2013, including a series of professional development workshops, Global Engagement Through Technology symposia, and a UW COIL Fellows program.

This chapter seeks to reflect critically on the (indirect) effects of Bologna's Process namely associated with the teleological orientation of what is taught and researched in high education institutions, as well as the impact of these debates in extra European countries like Brazil. Additionally it is discussed the presupposition of equality in the access and attendance of high education in the European higher education area and the issues associated with the so-called social dimension of the Bologna Process, either in a historical, or substantive perspective.

Today, we are living in a ''globalized world'' where people are moving from one country to another for better education, work, or living conditions [1]. When these people, also called ''global citizens,'' are sick and need to seek health care service locally, they add heterogeneity to the local health care system that is originally comprised of a homogeneous cohort of people. In addition, they will bring along their beliefs and cultural practices, which often leads to misunderstandings and challenges during the delivery of health care service [2]. Therefore, in a multicultural environment, intercultural competence (the cognitive, affective, and behavioural skills for effective communication with people of different cultures) [3] and intercultural skills (the ability to communicate with people from different cultural backgrounds effectively) [4] for health care workers become essential. Hence, internationalization in the sector of health care education and training, including radiography, becomes more and more significant. Internationalization is defined as ''the process of incorporating ''international'' and ''intercultural'' dimensions into the various functions of higher education including, but not limited to, research, teaching, and services'' [5]. In general, it can be achieved in two different approaches: ''Internationalization abroad approach'' via all forms of education across borders and highlighting the mobility of people, projects, and programs and ''Internationalization at home approach'' via incorporation of preparation, delivery, and outcomes of a program of study with the necessary components in international and intercultural dimensions [6]. Traditionally, the emphasis of internationalization has been on mobility, but only a minority of students and staff are able to travel abroad. According to a large-scale survey on internationalization in the higher education sector that was conducted in 2009 [7], most institutions include internationalization components in

Today, we are living in a ''globalized world'' where people are moving from one country to another for better education, work, or living conditions [1]. When these people, also called ''global citizens,'' are sick and need to seek health care service locally, they add heterogeneity to the local health care system that is originally comprised of a homogeneous cohort of people. In addition, they will bring along their beliefs and cultural practices, which often leads to misunderstandings and challenges during the delivery of health care service [2]. Therefore, in a multicultural environment, intercultural competence (the cognitive, affective, and behavioural skills for effective communication with people of different cultures) [3] and intercultural skills (the ability to communicate with people from different cultural backgrounds effectively) [4] for health care workers become essential. Hence, internationalization in the sector of health care education and training, including radiography, becomes more and more significant. Internationalization is defined as ''the process of incorporating ''international'' and ''intercultural'' dimensions into the various functions of higher education including, but not limited to, research, teaching, and services'' [5]. In general, it can be achieved in two different approaches: ''Internationalization abroad approach'' via all forms of education across borders and highlighting the mobility of people, projects, and programs and ''Internationalization at home approach'' via incorporation of preparation, delivery, and outcomes of a program of study with the necessary components in international and intercultural dimensions [6]. Traditionally, the emphasis of internationalization has been on mobility, but only a minority of students and staff are able to travel abroad. According to a large-scale survey on internationalization in the higher education sector that was conducted in 2009 [7], most institutions include internationalization components in

Universities are not preparing all of their students for 21 st century global work and citizenship. Internationalization of the Curriculum is critical to this preparation and equity in higher education. Over the past decades, universities have relied on outbound and inbound student mobility to internationalize their institutions, the curriculum, the faculty, and student learning. However, 90% of U.S. students neither study nor intern abroad. Of the 10% who do go abroad, very few are underrepresented, Pell-eligible, or post-traditional students. Universities need to shift their focus from student mobility to

This Guide provides practical instructions and advice on how to design and implement Internationalization at Home (IaH) initiatives for higher education. The recommendations provided in the guide stem from research, specifically from a systematic review that concentrated on examining practices, benefits, and challenges related to IaH.

This paper aims to reflect on internationalisation in social work education in a collaborative context. The research question addressed is how collaborative online international learning (COIL) supports the concept of Internationalisation at Home (IaH) to promote glocal knowledge in innovative social work education. The study is case-based, in which a thematic webinar on human rights issues connected students of social work from various countries in an international classroom. It discusses how the concept of Internationalisation at Home can be used effectively in practice through participatory design and participant feedback. The main conclusion of this case-based paper is that social work education should promote innovative learning scenarios that support the glocal approach, so that students are able to 'act locally and think globally', supported by a blended learning design.

Purpose The COVID-19 pandemic has demonstrated the importance for medical professionals to engage in work transcending national borders and to deeply understand perspectives of health in other countries. Internationalization of medical education can play a key role to that end, by preparing culturally competent and globally conscious medical healthcare professionals. The aim of this scoping review is to identify current practices and formats in internationalization in medical education, which to date has received sparse academic attention. The need for this review is heightened amid COVID-19 where a clearer understanding of current internationalization efforts can inform more effective practice. We also explore if the motivations driving internationalization activities in medicine align with current practice and formats based on a framework of thematic categories found in the field of international higher education. In addition, we identify gaps in existing research. Methods Using a scoping review, an international and interdisciplinary research team employed a comprehensive search strategy to identify publications on existing efforts in IoME, published from January 1, 2000, to December 31, 2020, in Scopus, PubMed/Medline, Google Scholar, and Web of Science. Inclusion/exclusion criteria were applied to identify relevant data from publication titles, abstracts, and main texts, which were subsequently summarized. Coding schemes were developed based on models for comprehensive internationalization in higher education. Results 350 articles met the inclusion criteria. Most articles originated from the high-income countries of the Global North and accounted for a literature base favoring perspectives and understandings that were typically representative of this region. Whereas motivations for internationalizing medical curricula in high-income countries were generally rooted in a model of social transformation/justice/health equity, drivers relating to competition and workforce preparation were common in the low-and middle-income countries. Importantly, the motivations driving internationalization activities generally did not align well with reported internationalization formats, which included student mobility, international curricula at home, and global partnerships. There was a disconnect between what medical curricula/professionals hope to accomplish and the reality of practice on the ground. Discussion and Conclusion There is a need for a common definition of internationalization of medical education and a more balanced and unbiased literature base, capturing the full spectrum of internationalization activities existing in both the Global North and South. International partnership frameworks need to equally benefit institutions of both the Global North and Global South. Currently, institutions in the low-and middle-income countries generally cater to the needs and interests of their high-income counterparts. There are concerns about student mobility from high-income countries to low-and middle-income countries. Finally, medical education should be more inclusive and all medical students should gain access to international perspectives and experiences.

I would like to take this opportunity to acknowledge the supportive people who have helped me accomplish this goal. My Boo Boo, who was the first teacher I ever knew, Mary Sue Dunkin. Thank you to my parents for always believing in me and encouraging me to pursue my passion. My husband, Danny, has been my greatest encourager throughout my educational career path. My three children, Justin, Hailey, and Madison, have been very supportive throughout this journey.

Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels. The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model...

In this article we discuss the impact of Science without Borders Program (SwB) on the internationalization process of Federal University of Alfenas (UNIFAL-MG), Brazil. SwB was a prominent project in the scope of internationalization of higher education and drew the attention of universities, citizens, the media, and the scientific community. Based on the literature on internationalization of higher education and on data from the program, this case study revealed UNIFAL-MG's perception of SwB and its implication on the university's incipient internationalization process. From the point of view of the university's academic community, the main advantage of SwB was the international study experience of scholarship holders, who declared having had immense personal and academic growth. On the other hand, improvements on UNIFAL-MG's internationalization process were observed. We concluded that without adequate planning and specific assessment the difficulty in implementing the objectives of international mobility programs such as SwB will be perpetuated in Brazil.

In this article we discuss the impact of Science without Borders Program (SwB) on the internationalization process of Federal University of Alfenas (UNIFAL-MG), Brazil. SwB was a prominent project in the scope of internationalization of higher education and drew the attention of universities, citizens, the media, and the scientific community. Based on the literature on internationalization of higher education and on data from the program, this case study revealed UNIFAL-MG’s perception of SwB and its implication on the university’s incipient internationalization process. From the point of view of the university’s academic community, the main advantage of SwB was the international study experience of scholarship holders, who declared having had immense personal and academic growth. On the other hand, improvements on UNIFAL-MG’s internationalization process were observed. We concluded that without adequate planning and specific assessment the difficulty in implementing the objectives ...

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This study aims to describe the relationship between the process of internationalization of a Brazilian university and its triple mission of teaching, research and outreach activities. To this end, the study discusses the interface between internationalization of higher education and global citizenship education (GCE) focusing on the United Nations Sustainable Development Goal (SDG) 4-Quality Education-which aims to guarantee inclusive, equitable and quality education for all. GCE is related to SDG4 as it acknowledges interrelationships of the global, national and local aspects of higher education. So as to reflect about these interrelations, the study reports on an ongoing project 1 proposed in a university in Brazil whose aim was to link research results through an outreach project to develop the internationalization of small companies in the State of Espirito Santo, in connection with another project and university in Spain. The study draws on a theoretical-empirical, qualitative research based on secondary data with a corpus composed of 20 studies produced in the Brazilian university and the needs analysis carried out in the Spanish university to illustrate and discuss the interconnections between innovation, internationalization and GCE in relation to SDGs 4. The internationalization of the Brazilian university was analysed in relation to the university's triple mission of research, outreach and teaching activities/opportunities. The results of the analysis suggest that the internationalization of that institution is related to its triple mission of teaching (analysed in the Business Administration courses of the two universities involved), research (analysed through corpus analysis results) and outreach activities (analysed in the outreach/internationalization projects of the two institutions involved). Preliminary findings of the project suggest that the process of internationalization of the universities involved is related to the SDG4 insomuch as GCE is concerned.

Challenges for an internationalization of higher education from and for the global south One of the recent developments in the field of internationalization of higher education (IHE) is a greater recognition that, alongside the opportunities offered by this process, there are several political and ethical issues that are complex, contradictory, and contestable (Stein, 2017; Leal, 2020). In this regard, Chiappa and Finardi (2021) claim that even though the process of IHE is usually portrayed as an intrinsically beneficial process, its "darker side" (e.g. Archanjo & Barbosa, 2019)-a reference to Walter Mignolo's thought on coloniality-hides mechanisms that maintain and reinforce power asymmetries and hierarchies between knowledges and people (Vavrus & Pekol, 2015), accordingly with their positioning within the historical worldsystem (Wallerstein, 2006). Some of the criticism raised against current views and practices of IHE refer to the understanding that internationalization is "losing its way" (Knight, 2014: 76); that competition advances to the detriment of cooperation (De Wit, 2020; Finardi, Mendes & Silva, in press); that internationalization should be more inclusive and less elitist (Finardi & Guimarães, 2020); that the link between internationalization and neoliberalism has narrowed (Bamberger, Morris & Yemini, 2019) and that international collaboration has become complex: "Did anyone really anticipate just how complicated internationalization of higher education was going to be?" (Reisberg, 2019: 1). Given this recognition, several researchers-both in the Global North and South-have advocated for internationalization to be guided by values that transcend the market logic and offer more direct contributions to the society. For example, Jones and De Wit (2014: 28), referring to how globalization affects IHE, argue that internationalization should no longer be immersed in a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. De Wit, Gacel-Ávila and Jones (2017) reaffirm that the traditionally adopted concept of internationalization

Drawing on the notion of ecology of knowledges and epistemologies of the South, the study discusses the production of knowledge on internationalisation of higher education in Latin America through the analysis of papers published between 2011-2020 by authors linked to institutions located in this region. Bibliometric techniques were used to compose a corpus of 117 papers from the Scopus database, analysed in two dimensions. In the editorial dimension, annual production by country and most prevalent languages and journals were analysed, and in the epistemological dimension the most cited authors, word co-occurrence and collaborations were analysed. Results of the study show that the growth in publications is unmatched by the impact of this production, suggesting a lack of ecology of knowledges and epistemologies of the South in Latin America, thus reinforcing the status quo and reverberation of theories produced outside the ecosystem of the South.

El COIL (Collaborative International Online Learning o aprendizaje colaborativo internacional en línea), se posiciona como un enfoque novedoso para la enseñanza y el aprendizaje, conectando a estudiantes y profesores de diversos orígenes lingüísticos y culturales que están separados geográficamente. Se trata de un enfoque de enseñanza y aprendizaje desarrollado a partir de la combinación de la educación en línea y la colaboración internacional para fomentar el aprendizaje global que ha demostrado ser una forma efectiva que permite mejorar la comprensión intercultural y el desarrollo de habilidades lingüísticas en estudiantes universitarios. El objetivo principal de esta investigación consiste en tratar de aportar luz al vacío existente en la literatura para tratar de probar que el diseño y puesta en marcha de un curso COIL es altamente beneficioso en la formación del alumnado implicado en el mismo. Para dar respuesta a este objetivo, se realiza un estudio de caso a través del cual se evalúa específicamente la experiencia vivida durante un curso COIL desarrollado durante seis semanas, entre los días 11 de noviembre y el 16 de diciembre de 2022; y en el que participaron voluntariamente 3 estudiantes del del Grado de Turismo de la Facultad de Turismo de la Universidad de la Coruña – UDC (España) y 20 estudiantes de la Universidad Estatal Península de Santa Elena – UPSE (Ecuador) de la carrera Licenciatura en Turismo perteneciente a la Facultad de Ciencias Administrativas. Con posterioridad a la revisión de la literatura existente, para alcanzar los objetivos planteados y una vez finalizada la experiencia COIL; en esta investigación se ha decidido emplear un enfoque metodológico de tipología mixta dirigido a los 23 estudiantes participantes en el proyecto COIL. Por un lado se optó por una metodología cuantitativa básica mediante la aplicación de una encuesta en línea y por otro lado se aplicó un cuestionario de naturaleza cualitativa que permitiese recopilar datos puntuales para su posterior registro, procesamiento y análisis por parte del investigador. Los resultados alcanzados permiten concluir que el diseño y puesta en marcha de un curso COIL es altamente beneficioso en la formación del alumnado implicado en el mismo. Además a través del trabajo académico diseñado por los dos docentes implicados en este proyecto COIL y mediante la realización de reuniones telemáticas de trabajo programadas con el objetivo de aportar conocimiento sobre una temática común; se confirma que los estudiantes pudieron vivir una experiencia intercultural que les permitió aprender de las diferentes culturas existentes entre ambos grupos y crear al mismo tiempo un producto turístico integrado por el que viajeros españoles se desplazarían a la Provincia de Santa Elena para realizar 3 rutas turísticas diferentes. Sin embargo, para garantizar el éxito de las experiencias COIL, es necesario considerar la existencia de algunos desafíos; como las posibles diferencias horarias existentes entre los lugares de origen de los pares participantes o los posibles problemas de conexión a la Red.

Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital

This article analyzes the effects of the COVID-19 pandemic in the Brazilian context and highlights the impacts of internationalization of higher education in the country. Qualitative in nature, the article is characterized as an exploratory-descriptive research, carried out from a bibliographic and documentary examination. Analysis: it was revealed that Latin America and the Caribbean are parts of the global regions most affected by the pandemic that experienced severe negative aggravation in their economies. In particular, in Brazil, findings reveal that the repercussions of the crisis impacted the public resources for education through budget cuts, while the private institutions suffered from an increase in defaults and evasion. Internationalization as a transversal dimension of higher education also suffered from the effects of the pandemic, and in Brazil, information and communication technologies were used to maintain international and intercultural learning and academic cooper...

Collaborative Online International Learning (COIL) and service learning hold several logistical and practical challenges in student curricula. Yet, success can be achieved using innovative teaching and learning methodologies to support sustainable development goals (SDGs) such as Quality Education, Gender Equality (5), and Partnerships for the Goals (17). This paper presents a case study of an international student collaboration that resulted in a collaborative body of research focusing on temporal litema mural decoration artists in rural parts of the eastern Free State Province, South Africa. Using the COIL method, this collaboration demonstrates how students and community members can share in a meaningful cross-cultural exchange that celebrates art and promotes local agency. Little is known about the perceptions of students and community participants during community engagement combined with COIL. To explore such perceptions, this case study combined service-learning activities (Stage One) by South African architecture students at the University of the Free State, which were shared with American art history students from Colorado State University through a COIL (Stage Two) that resulted in a collaborative exhibition of research findings (Stage Three). This combination of community engagement, COIL, and an exhibition provides an example of curriculum transformation. This approach falls under UNESCO’s 1) Sustainable Development Goals (SDGs) of quality education and gender equality and 2) the “Art-Lab for Human Rights and Dialogue” that intervenes ethically for human rights.

The pandemic has changed many physical activities involved in the internationalization of higher education process, such as academic mobility. This study investigated how virtual mobility (VM) can contribute to a more cooperative and inclusive internationalization process with more opportunities for the academic communities involved. With that aim, the perceptions of students from a university in the Global South involved in a VM program with a university from the Global North in the 2021/2022 academic year were analyzed. Data were collected through questionnaires and group interviews and analyzed qualitatively to discuss the affordances of VM for more inclusive and cooperative relationships between universities from the Global South and North. Overall, results of the study suggest that although the VM program was designed by the university in the Global North without the cooperation of the university from the Global South, the students involved were positively impacted by their par...