Abstract
The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using theProject-Based Learning (PBL) approach in cultivating global citizenship among university students. The paper explains the different implementation challenges of a COIL course on the different levels and core design elements of the COIL-PBL model to overcome such challenges. Empirically, this paper presents a primary case study of the Great Debates course that was implemented in different forms by three partner universities, which are the University of Washington Bothell (UWB), the University of North Carolina Asheville (UNCA) in the USA, and the Future University in Egypt (FUE). The implementation showed a positive impact on cultivating global citizenship among participating students, which isclear from developments in students’ skills in the areas of cross-cultural communication and negotiation, cultural sensitivity and tolerance, teamwork and coordination across virtual global teams, analytical skills, and perception toward other cultures and society. Notably, the COIL-PBL model has started to gain further popularity after the COVID-19pandemic as an alternative for physical mobility, which encourages future research in this area using other implemented courses using the COIL-PBL model.
Highlights
Globalization and internationalization have created new societal trends at all levels of society, be it social, political, or cultural
The Great Debates course was implemented within the framework of Collaboration Online International Learning (COIL)-Project-Based Learning (PBL), and involved University of Washington Bothell (UWB), University of North Carolina Asheville (UNCA), and Future University in Egypt (FUE)
This phase is critical to the development of effective problem-solving teams, and is a phase often overlooked when faculty members begin doing their first COIL courses, just as it is in many workplaces
Summary
Globalization and internationalization have created new societal trends at all levels of society, be it social, political, or cultural Consistent with this trend, there has been an emergent need to bring in changes in the field of education, whereby students must be equipped with the knowledge, skills, and attitudes to face the challenges and contribute in significant ways to resolve global challenges (Farahani, 2014; Knight, 2004; Krebs, 2020). Many universities participate in different virtual exchange programs wherein students engage virtually in discussing global issues and problems These models vary based on the kind of emphasis and focus that is placed on cultivating some aspects of global citizenship more so than others. This paper presents a primary case study on the Great Debates course within the scope of the COIL-PBL model that was implemented by three partner universities, which are UWB, UNCA, and FUE
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