Abstract
Although international cooperative learning (ICL) possesses great potential as an effective solution for higher education's internationalization challenge, theoretical and practical issues of ICL remain understudied. To further understand ICL and explore how it should be employed in reality, researchers from two universities designed a cross-cultural ICL project and incorporated it into two tourism geography courses. The study revealed that the conceptual model of ICL proposed is generally workable in capturing the salient features of the conducted project and ICL can help enhance the learning effects of tourism geography. Also presented are recommendations for ICL's future practices.
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