A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education

Abstract

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.

1. Introduction

In an era of increasing globalization, internationalization has become a crucial strategy for higher education institutions. Misra et al. (2020) note that while globalization is an uncontrolled phenomenon, internationalization involves a deliberate attempt to integrate educational systems into global networks. Addressing this need, the University of Agder (UiA) in Norway has prioritized international learning experiences. Recognizing that early childhood educators require competencies to address diverse population needs, the National Guidelines for Early Childhood Teacher Education (ECTE) emphasize equipping candidates to teach in a society marked by diversity and change (Ministry of Education and Research, 2012). Additionally, there is an emphasis on enhancing the status and rights of Indigenous peoples (Homme et al., 2021).

This study incorporates concepts of internationalization in higher education, intercultural competence, and Collaborative Online International Learning (COIL) methodology. Internationalization involves integrating institutions into global knowledge networks, promoting an outward-looking perspective (Altbach & Knight, 2007; Hawawini, 2011; Misra et al., 2020). Intercultural competence, defined as the ability to communicate effectively in intercultural situations, relies on intercultural knowledge, skills, and attitudes (Deardorff, 2006). COIL is a pedagogical method that fosters virtual collaboration between students from diverse cultural backgrounds (Rubin & Guth, 2022). Research shows that COIL participants expect to enhance their intercultural competence (Kayumova & Sadykova, 2016; Saito et al., 2021). Through a COIL-based exchange project, our initiative connected Norwegian ECTE students from the UiA with Canadian Teacher Education students at the University of Saskatchewan (USASK) to explore the cultures of the Sámi people in Norway and the Métis people in Canada. The Sámi, as the recognized Indigenous population in Norway, and the Métis, occupying a unique position in Canadian Indigenous culture, both offer valuable insights crucial for equipping future educators with the skills needed to navigate diverse and dynamic educational environments. The exchange provides a platform for ECTE students to engage with Indigenous cultures, fostering a deeper understanding and respect that aligns with broader educational goals of enhancing intercultural competence and inclusivity. While ambitious, connecting students from diverse cultural backgrounds and continents offers significant benefits in terms of interaction, collaboration, and learning ownership (Rubin & Guth, 2022; Naicker et al., 2022).

International COIL studies exist in various disciplines, but few have emerged from the ECTE field. Previous studies in fields such as nursing, teacher education, social work, and others show COIL’s potential to enhance cultural competence and global awareness (Davis et al., 2022; Kiegaldie et al., 2022; Arndt et al., 2021; Christensen et al., 2022; Orzech et al., 2023; Naicker et al., 2022). In Norway as well, several higher education institutions have adopted COIL, with Jenssen et al. (2023) being one such example. However, research involving ECTE students and collaborations between Norway and Canada remains unexplored. This study aims to fill this gap by presenting qualitative post-implementation assessment data, exploring ECTE students’ experiences with COIL as a pedagogical method for learning about Indigenous perspectives, and suggesting improvements for future iterations. By addressing these objectives, this research not only contributes to the academic understanding of COIL in ECTE but also offers practical insights for enhancing intercultural competence in higher education.

2. Theoretical Background

2.1. Internationalization in Higher Education

According to Misra et al. (2020), globalization has significantly impacted the field of education. However, it is crucial not to confuse globalization with internationalization. Globalization is described as an uncontrolled process, whereas internationalization is defined as a more deliberate and disciplined approach (Misra et al., 2020). Internationalization in higher education refers to the actions and policies implemented by academic institutions to manage the effects of globalization on education. The goal of internationalization should be to integrate the institution into global knowledge and learning networks, focusing on an outward-looking perspective rather than an inward-looking one (Altbach & Knight, 2007; Hawawini, 2011; Misra et al., 2020).

Traditional forms of teaching are being challenged by more flexible solutions, largely due to advancements and innovations in technology. Higher education institutions (HEIs) play a crucial role in preparing students for a multicultural work environment, equipping them with the necessary attitudes and skills. One potential way to achieve this is through the internationalization of education (Marcillo-Gómez & Desilus, 2016; Misra et al., 2020). Internationalization is on the agenda for most HEIs worldwide. This includes the UiA (University of Agder, 2022) and the USASK (University of Saskatchewan, 2025), both of which emphasize that internationalizing their learning experiences provides diverse international opportunities for students, both inside and outside the classroom. Teacher educators at universities in both Norway and Canada acknowledge the significance of incorporating both internationalization and Indigenous knowledge into their programs to adequately prepare graduates for the complexities in educational institutions for children between 0 and 15 years, post-graduation.

2.2. Intercultural Competence

Intercultural competence has been described and conceptualized in many ways (see Griffith et al., 2016, for an overview). In this study, we define intercultural competence as “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (Deardorff, 2006, p. 247). Studies suggest that students who participate in COIL believe they will develop intercultural competence (Kayumova & Sadykova, 2016; Saito et al., 2021). According to de Hei et al. (2020), as the group learning process improves, students’ verbal interaction and participation are also enhanced, indicating that the development of intercultural competence is contingent upon the perceived quality of collaboration. Furthermore, as noted by Kayumova and Sadykova (2016), while cultural barriers may be significant, most students valued cross-cultural collaborations as a means of acquiring knowledge and expressed a desire to engage in collaborative research projects. By applying intercultural competence frameworks, researchers can deepen their understanding and analysis of intercultural communication within COIL programs, thereby contributing to the enhancement of students’ intercultural competence (Zhu et al., 2023).

The COIL experience centered on Indigenous perspectives in education in both Canada and Norway. Canada’s Indigenous population consists of three constitutionally recognized groups: First Nations, Inuit, and Métis. Given that the students at the SUNTEP have Métis heritage, it was fitting to highlight this Indigenous culture. Métis people are descendants of early unions between First Nations women and European fur traders from the late-17th century to the mid-19th century (Bourassa, 2011; Chartrand, 2007).

The Sámi people are recognized as indigenous to Norway by the Indigenous and Tribal Peoples Convention 1989 (No. 160) and are granted the legal right to sustain and develop their cultural identity, language, traditions, and institutions. Today an increasing number of people recognize their Sámi family heritage (Vangsnes et al., 2021). Due to the Norwegian government’s Norwegianization policy during the time 1850–1960 most Sámi people lost their language and identity (Truth and Reconciliation Commission of Norway, 2023). The consequences these experiences have had for the Sámi as groups and individuals are widely described in a report about the injustice to the Sámi people due to the Norwegian authorities’ policy by the Truth and Reconciliation Commission of Norway (2023). The commission proposes that the dissemination of knowledge about the Norwegianization policy must be strengthened through education and other actions (Truth and Reconciliation Commission of Norway, 2023). Most Sámi people now live across and outside Scandinavia. In earlier years they lived in Sápmi. Sápmi includes the northern part of Norway, Sweden, Finland, and the Kola Peninsula in Russia (Heim & Bergan, 2024; Andresen et al., 2021; Todal, 1998). The UiA is located in the far south of Norway, and while the university hosts many visiting students, the presence of Sámi individuals remains as far as we know very low both in the university and in the broader society.

2.3. What Is Collaborative Online International Learning (COIL)?

To describe Collaborative Online International Learning (COIL), it is essential to highlight that the collaborative aspect is based on the principle of mutual partnership with equal contributions from the faculty members who collaborate on the projects. COIL represents an approach to internalization provided by two or more higher education institutions offering virtual collaboration. It provides a way to create at-home international experiences for students by co-developing virtual international learning opportunities with a faculty partner from a university in another country. COIL methodologies foster the ability to articulate an understanding of global systems relevant to the students’ fields of study. Each partner must consider the other’s perspective and co-create in a balanced manner (Gray et al., 2021; Rubin & Guth, 2022). It should be made clear that COIL is not a technological system or software platform. Technical tools are chosen to match the unique needs of the involved students, faculty, and institutions, and it does not require institutions to use a particular type of educational technology. Despite various international borders, language barriers, time zones, and diverse cultures, COIL is a learning modality that effectively unites students and faculties, offering opportunities to maximize learning outcomes and foster significant growth (Onoverole, 2021).

A COIL project typically lasts between 4 and 12 weeks and begins with activities where students get to know each other and gain an understanding of each other’s backgrounds. In the next phase, students are divided into cross-border groups where they will work together on a task. Subsequently, the students work in groups on the task and receive guidance as needed. In the final phase, the students present their solution to the task together, reflect on their experiences, and discuss what they have learned through the project. Here, intercultural and international learning, along with the development of global competence, is particularly central, as well as further reflections on group processes and communication, and how these have been addressed. As faculty members, we must facilitate effective international/intercultural teams, ensure that students discuss tasks and content, and help students complete relevant subjects. In our context, the latter involved fulfilling a coursework requirement in one of our pedagogy courses in the Early Childhood Teacher Education program. Additionally, opportunities for reflection on the academic content and intercultural experience should be provided.

2.4. ECTE Studies in a Norwegian Context and Student Recruitment

In Norway, Early Childhood Education and Care (ECEC) have expanded significantly in the last four decades. Initially viewed as childcare facilities, they gained recognition as integral parts of the education system in 2005. Today, ECTE is offered as a three-year bachelor’s program at Norwegian universities. Guided by national standards through a framework plan including goals, content, and learning outcomes for teaching in ECEC (Ministry of Education and Research, 2012), ensuring consistent quality, these programs are regularly updated to reflect advancements in the field. It is stated in paragraph 1, item 9, that the curriculum should include an understanding of Sámi culture as part of the national culture and emphasize the status and rights of Indigenous peoples both nationally and internationally (Ministry of Education and Research, 2012).

The target groups for the COIL experience were undergraduate students in their second semester at the UiA’s Early Childhood Teacher Education Program, who were participating in the Children’s Development, Play, and Learning (BULL) course, and students in their sixth semester at the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at the USASK, who were engaged in the Art Education Methodologies (EART) course. Student recruitment was conducted orally in classrooms at both institutions. In Norway, all three project team members were present during recruitment. After presenting the project, students were given the opportunity to join the COIL project as an alternative to a mandatory written assignment. This resulted in 13 students volunteering. In Canada, a faculty member was present during the recruitment process, and all 17 students in the class were included in the project. All students were informed that, particularly in Norway, they would need to work on the project beyond scheduled course times, predominantly during the afternoons and evenings.

2.5. The COIL Experience—Structure and Content

In a collaboration between the USASK and UiA, we aimed to develop, pilot, and evaluate COIL as an innovative pedagogical approach for Indigenous perspectives (Supplementary Table S1). In the spring of 2024, we facilitated a COIL experience involving 17 students from the SUNTEP at the USASK and 13 students from the ECTE program at the UiA. In the initial Zoom meeting (kick-off), students were introduced and grouped into teams consisting of two Norwegian students and two-to-three Canadian students. Yamagata-Lynch (2014) emphasizes that small and well-structured groups help students to better engage and participate in course activities. During the meeting, after being introduced to COIL and reviewing the learning objectives of the project (Supplementary Table S2), each group was assigned to their respective breakout room. Within these breakout rooms, they were tasked with completing various icebreaker activities, such as “identifying the weirdest thing in the room or in your bag”, “sharing the last picture on your phone and what it means”, and “discussing expressions that don’t make sense in translation from Norwegian to English”, like “to have low shoulders”. We developed these icebreakers to facilitate a common ground and allow students to get to know one another before embarking on the actual COIL project. Such icebreakers can enhance students’ motivation to learn and contribute to forming relationships (Mepieza, 2024). Mepieza (2024) also highlights that students emphasize the importance of carefully selected and tailored icebreakers to increase engagement. Additionally, students are encouraged to converse in English without the pressure of an academic context. A safe learning environment is emphasized as essential for student comfort and success. Students feel secure in settings where they are familiar with their peers, instructors, and surroundings. Collaborative learning further fosters an environment where students feel confident to ask questions. They value a learning atmosphere that allows them to explore and learn without the immediate consequence of impacting their grades. This approach not only enhances engagement but also supports the development of critical communication skills and a deeper understanding of the material (Kempen et al., 2024).

In the second Zoom meeting, students were tasked with collaboratively reflecting on selected artists with Indigenous backgrounds. They were asked to consider questions such as “What do you experience the artists expressing?” and “What do Indigenous artists use that is different from non-Indigenous artists?”. This type of assignment was designed to encourage students to engage deeply with cultural expression and to foster a discussion on the unique perspectives and techniques utilized by Indigenous artists compared to their non-Indigenous counterparts. Such reflective tasks promote critical thinking and a greater appreciation for diversity in artistic expression. As Campinha-Bacote (2020) notes, cultural desire is the motivation to “want to” engage in the process of becoming culturally aware and skilled, which aligns with the objective of these activities: encouraging an intrinsic willingness to understand and appreciate cultural nuances, rather than perceiving the process as an obligatory task.

In this Zoom meeting, students were also given the project assignment they would be working on further. The groups were responsible for scheduling their own digital meetings across continents to collaborate on the project. As a group, they were tasked with creating a short video (3 min) that showcases some of their reflections related to the artists. They were asked to demonstrate how the group’s reflections might be relevant to work in educational institutions for children between 0 and 15 years by considering various aspects such as the history, culture, social life, and/or rights of Indigenous peoples on both continents.

The students collaborated digitally over a period of seven weeks to complete a project requirement involving the creation of a self-produced film focusing on Indigenous perspectives. In a final Zoom meeting arranged by the teachers, each group presented their video and explained how they addressed the assignment. This was followed by a plenary discussion.

Academic quality assurance was maintained throughout the collaboration in partnership with faculty members at the USASK. Student evaluations through surveys were administered to all students in both Canada and Norway, both prior to and following project implementation. Survey responses provided valuable insights into student perceptions of the project, including learning outcomes and other objectives. Based on data evaluations, our own experiences, and this qualitative study, the project will be further developed, enhanced, and expanded to eventually become an integral component of the education at the UiA.

3. Methods

3.1. Design

This qualitative study aimed to explore a COIL experience as a pedagogical learning method through focus group interviews. Furthermore, it investigates how the method could be revised for quality improvement. Knowledge regarding COIL in ECTE studies is minimal. Therefore, this study has an explorative design. Our prediction was that the students would consolidate their language and intercultural communication skills through peer interaction and collaboration. We also expected the project to be a different and potentially more motivating learning approach. It was an opportunity for the students to reflect upon their own and other’s culture.

3.2. Sample and Data Collection

Thirteen undergraduate students from the ECTE studies participated in the COIL experience. These same students were subsequently invited to attend focus group interviews after completing their first year of studying. The selection was not random but rather purposive, as all the Norwegian students in the specific COIL experience were invited to ensure comprehensive feedback. In total, twelve students participated in their third semester, achieving a participation rate of 92%. Students had an age range of 20-to-26 (average age = 22, median = 21).

We developed a semi-structured interview guide based on a theoretical understanding of the topic, a review of previous research, pedagogical experience, and knowledge gained from the COIL experience. The questions were formulated to allow the students to describe their experiences and to facilitate a focused discussion (Thagaard, 2018). We derived some questions regarding intercultural competence from Campinha-Bacote (2020) and tailored the questions to the context in this study. As part of a larger investigation into the effectiveness of COIL methodology in enhancing intercultural competence, 20 questions regarding COIL were chosen for analysis, including introductory and concluding questions. The data were collected in September 2024, and 4 focus group interviews were conducted. Based on recommendations of smaller focus groups among topic specialists (Krueger, 1994), there were 3–4 students in each group. All focus groups were interviewed once for 50–60 min, and they were asked the same questions. However, additional questions were asked based on what emerged in each interview setting and to seek clarifications of responses.

Before providing their consent, students received both written and oral instructions about this study from the project coordinator, ensuring that their participation was voluntary. They were informed that audio files from the interviews would be deleted, that their personal information would be securely anonymized, and that they could withdraw from this study at any time without providing a reason. Consent forms were personally distributed to students ahead of the interviews and were collected prior to the commencement of each session to confirm their agreement. Assurances of confidentiality and anonymization were communicated verbally during a preliminary meeting with participants and reiterated immediately before each interview. Throughout each focus group interview, efforts were made to create a safe and respectful atmosphere. An academic moderator, who had no student affiliations and was not involved with the project implementation, conducted all four focus group interviews. The moderator was responsible for maintaining a reasonable flow in the interviews and ensured that discussions remained relevant without actively engaging in them. Utilizing a moderator helps to decrease the chance of biased responses and ensures constructive social interactions (Morrison-Beedy et al., 2001; Befring, 2015).

In focus group interviews, interaction among students is emphasized, positing that the data produced would be less accessible without such interaction (Kitzinger & Barbour, 1999). The social dynamics within the conversation may inhibit some voices from being expressed, leading to some individuals dominating the discussion more than others. Although the interviews were conducted by a moderator, this person may still be perceived as a representative of the educational institution, despite not being involved in the COIL implementation. This perception could potentially limit critical remarks. At the same time, the fact that students in each focus group have been involved in the same project means they can act as checks on each other during the conversation. Any exaggeration or understatement is likely to be challenged by other group members. It is also critical to note that the analysis of focus group discussions centers on the perspectives that exist within a social group, rather than individual perspectives (Kitzinger & Barbour, 1999).

3.3. Validity, Reliability, and Ethical Considerations

Ethical validations were conducted throughout the entire research process, including the interview phase. To ensure reliability, we implemented thorough procedures in all parts of this research, maintaining transparency and accuracy to guarantee the data’s strong validity.

Qualitative studies attain validity through accurately describing students’ expressions, defining theoretical concepts precisely, and interpreting meanings from the students’ perspectives (Maxwell, 1992; Kvale & Brinkmann, 2015). To ensure accuracy, the moderator reiterated answers and asked students to confirm their perceptions. By prioritizing respondents’ comprehension and integrating shared examples, validity was augmented (Jacobsen, 2015; Kvale & Brinkmann, 2015). The moderator underscored the encouragement for students to freely express their opinions, emphasizing the absence of any expectation to discover a supposed correct answer in this context. Furthermore, the deliberate decision to remain absent from the focus group interviews for the researchers was made to prevent any influence on this study’s validity. The empirical data gathered from these interviews are discussed considering relevant theories and research, thereby further bolstering validity and reliability (Thagaard, 2018). Statistical generalization is not the primary objective of most focus group research (Kitzinger & Barbour, 1999), and it was not for this study either. The qualitative sampling has been carefully designed to include students who engaged in the COIL experience, enabling us to address the research questions effectively.

Ethical research guidelines were strictly adhered to by ensuring voluntary participation and anonymizing the data. Respondents were informed about the aim of this study, assured that their participation would not affect their grades, and that they could withdraw at any time. By signing a consent form, they agreed to participate in the interviews. They also received a gift card after participating.

3.4. Data Analysis

All the data material was transcribed verbatim by an in-person method, ensuring accuracy and capturing every detail of the participants’ verbal expression. The transcriptions were subsequently reviewed by all three project members multiple times. Following this, the principles of the hermeneutic circle were employed to comprehend and interpret actions, thoughts, and the overall meaning of various aspects of human interaction. This process facilitated an expansion of the readers’ horizon of understanding through repeated readings of the same text, fostering a dialogue between the reader and the text (Kvale & Brinkmann, 2015).

In analyzing the data, we followed a qualitative approach through several stages: meaning creation, condensation of meaning, coding, categorization, and thematization (Kvale & Brinkmann, 2015; Johannessen et al., 2021). Rather than using software tools, the research team manually identified categories and themes, which allowed for a nuanced understanding and interpretation of the data. Validation was ensured by having each project member independently review and offer unique interpretations during the coding and categorization stages, which minimized personal biases and enriched the analysis through varied perspectives.

Throughout the process, we adhered to hermeneutic principles, engaging in iterative readings of the data to verify interpretations against the raw data. Our analyses continued until no new themes or insights emerged from the dataset, indicating that saturation was achieved. Although we did not employ pseudonyms for participants, which could affect transparency in identifying individual response patterns, we overcame this limitation by meticulously cross-checking and validating themes across all focus group discussions, ensuring that findings accurately represented the collective experiences of participants. The data material was collaboratively analyzed by the project group, with each identified theme consistently mapping across the dataset to reflect the breadth of participant responses.

As outlined by Malterud (2017), having three collaborating researchers can be advantageous for comprehensive analysis and interpretation of qualitative data such as transcribed interviews. Despite having similar professional backgrounds, the research team, composed of individuals with prior experience in qualitative research and expertise in ECTE, actively engaged in constructive dialogue with other professionals outside the team. This ensured a multidimensional perspective, helping to address potential biases and enrich the interpretive process. Nevertheless, we acknowledge that the shared aspects of our background may influence the perspective and interpretation within this study. Finally, after the analysis was completed, the data, which were originally collected in Norwegian, were translated into English. This translation ensures that the findings are accessible to an international audience, facilitating broader dissemination and understanding of this study’s outcomes.

4. Findings

Before presenting the categories, it is important to note that to maintain the collective focus of our analysis and ensure anonymity we chose not to use pseudonyms. Our intention was to underscore the shared themes and collective experiences rather than individual narratives. Consequently, the findings highlight shared experiences that fall into two main categories: (1) Overcoming organizational and geographical obstacles, and (2) Valuable learning experiences in digital spaces.

4.1. Overcoming Organizational and Geographical Obstacles

The students participated in the project to explore new experiences or because it was presented as an alternative to a written assignment. Many were intrigued by the Canadian students and saw the project as a chance to practice English. Getting to know each other through icebreaker activities was crucial. Despite initial awkwardness, these activities effectively initiated conversations. Students found it enjoyable to discuss topics beyond the project, discovering common interests and deepening their connections. The English language posed challenges for some students. One student expressed difficulties with language barriers by saying, “I found it a bit difficult to understand everything they said. When your English isn’t quite one hundred percent, you just say yes and maybe jabber along, but I still came away with a lot of positives”. Despite initial nervousness, another student remarked, “Before I joined the project, I was very nervous. But it went really well, and there was nothing to be afraid of at all”. Norwegian students noticed that Canadian students were understanding of the English challenges, and some showed curiosity about the Norwegian language. The icebreaker activities and digital translation tools helped mitigate language barriers and facilitated the use of English, which in turn made collaboration easier. One student noted, “In our collaboration, I think they [the icebreakers] had quite a significant impact on the rest of our teamwork”. Teachers from both countries were perceived as supportive, contributing to an inclusive and welcoming learning environment that helped break down cultural and language barriers.

Students found communicating with the Canadian students in the digital classroom both challenging and exciting. Organizing meetings was difficult, primarily due to time differences and coordination issues. Many noted the complexity of finding suitable times for both parties, as lifestyle and time zones created logistical hurdles. Achieving effective communication was sometimes hard, with reports of Canadian students not always responding to messages. However, some students managed well despite the challenges, appreciating that the project coincided with a self-study week, which simplified planning. Structured meeting times were considered important by several students. For instance, one student expressed, “I wish the teachers had set up times for us to be on Zoom”. There was a consensus that it was simpler when teachers arranged meeting times, rather than students having to coordinate themselves. Some groups tended to postpone organizing, leading to time pressure and “panic” toward the end of the project period. For many, organizing meetings became an additional challenge, and several students expressed a desire for the university to assist with this part to facilitate the process.

Despite having prior experience with digital tools like Zoom, particularly during the COVID-19 pandemic, several students found cross-continental collaboration more challenging than expected. While the digital meetings created a sense of distance, some students found the experience “fun” and a bit different, as it offered insight into the daily lives of the Canadian students. Small groups or breakout rooms provided a safer environment for communication. Nonetheless, some noted that screen-based communication could feel less serious, and that noise and confusion could arise when everyone was gathered digitally. It was mentioned that students could have gotten to know each other even better in physical meetings, yet they recognized that we live in a digital world.

One group highlighted that working on the project in the afternoon was tiring, especially after having classes earlier that day. Digital media like Snapchat and Messenger were used to stay in touch but were seen as less suitable for collaboration. Communication emerged as a common challenge, although it worked well within certain groups. There was uncertainty about the level of competence and expectations for the task. Some Norwegian students perceived the Canadian students as very skilled, but there was still uncertainty about the outcome. Students had mixed experiences with the conclusion of the project, especially during the presentation in a shared Zoom meeting. There were some technical issues with sound and project display, but students appreciated that the presentation requirements were not too demanding. They were proud of the results, even though some felt other groups had created better videos. Group dynamics varied, with differing levels of engagement leading to varied final products. Many found the project engaging and meaningful, particularly when artistic elements were included. One student said, “It was very good. I think we made a nice video, and we got a good result in the end that everyone was proud of”.

4.2. Valuable Learning Experiences in Digital Spaces

Students shared both positive experiences and challenges in their interactions with the international students. The Canadian students, being Indigenous themselves, could share direct experiences and knowledge, whereas the Norwegian students primarily had knowledge about Indigenous peoples from primary school. One student said, “…they feel that knowledge in their bodies more than we do. We only know what we learn in school, and they tried to teach us all the knowledge they had…”. This was reinforced by another comment: “That Indigenous knowledge, we knew nothing in comparison. They could just talk and talk about it and they knew a lot about her [the artist they focused on in the project]”. One student linked this to cultural differences: “Maybe it’s more in their identity… For us, it’s more about knowledge”. However, the cultural difference was less noticeable than expected, as one student expressed: “They were just regular young people like us”. Several students noted that the Canadian students were engaged, outgoing, confident in social situations, and very knowledgeable, especially on Indigenous topics. A student reflected that there might have been different expectations between the Canadian and Norwegian students: “They had an impression and maybe an expectation that we had it a little closer to us than we actually do. And that we could talk more personally about it like they did, but we couldn’t”.

In all groups, students highlighted the excitement of getting to know students from Canada. Although they encountered different expectations and knowledge bases between the Norwegian and Canadian students, this was not solely viewed negatively. One group found it enriching to have different starting points and academic backgrounds, while another emphasized the lack of knowledge about the Sámi people in southern Norway, which limited their contributions compared to the Canadian students.

According to the Norwegian students, the Canadian students also showed interest in Norwegian culture and were curious about Sámi culture, fostering a mutual learning experience. Several Norwegian students admitted they previously knew little or nothing about Indigenous peoples in Canada but found the collaboration a valuable learning experience. They were fascinated to discover both similarities and differences between the Sámi and Métis cultures, especially regarding the use of colors and traditional clothing. One student noted: “Yes, and there are Indigenous peoples in other countries too. It’s something you never really think about”.

Through the digital collaboration, students felt they gained a deeper understanding of both Métis and Sámi Indigenous cultures. A central theme was the strong connection Canadian students had to their cultural heritage. Their pride and willingness to share their experiences and knowledge were described as both inspiring and engaging. Some Norwegian students, who previously had little interest in Indigenous issues, expressed an increased awareness of Indigenous rights and cultural heritage following the project. One student noted, “I now have knowledge that I wouldn’t have had if I hadn’t participated in this”. Another student expressed, “I have gained more learning, a bit of the culture in Canada and the Indigenous people”.

Many students highlighted that direct interaction with Canadian students, who had extensive knowledge of their Indigenous background, provided a more authentic learning experience than traditional teaching. One student expressed it as: “We gained a deeper understanding when they themselves were part of the Indigenous community. I feel it became much more personal, and I felt I learned a lot more. Because they could show things, and especially when they spoke the language, it became much more real”. There was a challenge due to the different knowledge bases between the students, with Canadian students having a stronger connection to the topic than the Norwegians. This led Norwegian students to immerse themselves in Sámi culture and be creative in their approach to the project. For example, exploring various artists contributed to a greater understanding, as students gained insight into Indigenous history expressed through art and music.

Students expressed an increased awareness of Indigenous culture, influencing their view of future professional practice. They realized the importance of integrating Sámi culture in ECEC throughout the year, not just during national day celebrations, to engage children. They reflected on how Indigenous culture can easily be forgotten, especially in ECEC without Sámi children or children from diverse cultural backgrounds. Several students highlighted that the COIL project provided valuable experience in communicating in English with students from other countries, which enhanced their sense of accomplishment and confidence.

Students appreciated the new and creative approach that differed from traditional teaching. Many experienced an increased interest in Indigenous culture and had a positive experience with international collaboration, while also enhancing their skills in using digital tools. One student expressed it as, “Yes, I thought it was fun that we could be creative”. Several students valued that the task was accessible and flexible, allowing them to explore different approaches without strict limitations. This was seen as motivating, especially for groups that had a clear idea early on about how to solve the task. Some students found the task challenging but acknowledged it as a creative and different way of working.

The aesthetic approach was viewed as more engaging compared to a written theoretical task, and many felt that practical tasks were easier to understand and remember. However, challenges were mentioned, particularly in collaborating with Canadian students and conveying aesthetics via digital platforms. Some felt their aesthetic contributions were limited, leading to videos that emphasized Canadian perspectives more than Norwegian ones. While some found the aesthetic element a “nice break from theory”, others wished for more theoretical context to provide a deeper understanding of Indigenous culture. One student noted, “I didn’t know much before, but now I’ve learned a lot… When you see it on the news or somewhere, it’s not like before, that you would just scroll past. Now you’re more interested or, at least I want to learn more about it”. One student commented on the learning outcome, saying “… I think we probably learned twice as much as those [the rest of the class] who sort of rushed through by writing a paper, because you write very much in the moment and then it’s somewhat forgotten afterward”.

For many students, trying something new was an exciting challenge. They valued the opportunity to experiment with an unfamiliar form of collaboration, allowing them to challenge themselves and explore new ways of working. Hearing about other students’ daily lives was highlighted as a key part of the positive learning experience. As one student expressed, “Yes, just talking about how we did things here and how they did things there, the differences really”. Another student said, “Basically just talking to them and hearing how they are doing”. Students shared that the most important lessons from the project were the experiences of collaborating with people from a different country and different backgrounds. This interaction highlighted the importance of avoiding prejudice. Students felt a high degree of mastery and confidence through the collaboration, particularly because they had classmates from their own class in the groups, as well as several students from both countries. The positive aspects of intercultural exchange and collaboration were expressed in various ways. One student noted, “I have learned so much more about Indigenous people and how they experience things, not just here in Norway, but also in Canada”.

5. Discussion

This study investigates the experiences of ECTE students engaging with COIL as an international pedagogical method aimed at fostering intercultural dialogue, with a particular emphasis on Indigenous perspectives. It illuminates areas for continuous quality improvement and the impact on cross-cultural skills. Our findings reveal how students navigated logistical challenges by leveraging relationship-building activities and language proficiency, which were pivotal elements in overcoming language barriers. English served a dual role, acting both as a barrier and a facilitator. These dynamics motivated students to improve their language skills and utilize digital translation resources for effective communication, underscoring the importance of incorporating cultural elements into collaborative practices. Platforms such as Zoom, Messenger, and Snapchat facilitated collaborative efforts while emphasizing the necessity of digital literacy for effective participation (Kavanagh et al., 2011). While digital communication presented challenges, it also spurred creative problem-solving through tools like translation apps. The main difficulty was not the use of digital tools itself, but the logistical obstacles posed by time differences, complicating meeting schedules with Canadian peers. This highlights the need for structured guidance on managing asynchronous communication effectively. The digital platform facilitated a rich exchange of cultural insights, resulting in a deeper learning experience compared to traditional methods. These interactions closely align with the project’s objectives of deepening students’ understanding of Indigenous perspectives and fostering cross-cultural skills, demonstrating the vitality of integrating culturally relevant pedagogy. This is especially significant to address gaps in the understanding of Sámi culture as part of the national culture and emphasize the status and rights of Indigenous peoples both nationally and internationally (Zhu et al., 2023; Ministry of Education and Research, 2012). Facilitating digital cooperation among globally situated students presents didactic challenges but is also immensely beneficial, fostering interaction and ownership of the learning process while enhancing opportunities for intercultural and transnational learning (Rubin & Guth, 2022; Naicker et al., 2022).

The COIL project underscored its dual nature of offering benefits and posing challenges, with time zone differences being a key obstacle. As one student expressed, “I wish the teachers had set up times for us to be on Zoom”, highlighting the perceived benefits of educator involvement in logistics. These aspects underline the importance of implementing effective project management strategies. Institutions can contribute by offering platforms or guidelines to streamline scheduling processes. Students expressed a need for more structured support, particularly regarding teacher involvement in organizing and scheduling meetings. The success of substantial educator involvement in the initial phase underscores this need, as it provided students with a secure scaffold to build upon. This finding highlights the critical balance between providing clear guidance and maintaining student autonomy (Rubin & Guth, 2022; Naicker et al., 2022). Institutions could benefit from implementing structured support mechanisms, fostering enhanced collaboration while minimizing last-minute stress.

Language proficiency and relationship-building were pivotal elements of the COIL experience. Icebreaker activities not only catalyzed relationship formation but also diminished language barriers, aiding collaborations, which is consistent with previous research (Mepieza, 2024; Jenssen et al., 2023; Chowdhury, 2022; Kavanagh et al., 2011). As described by Mepieza (2024), carefully selected and tailored icebreakers are important to increase engagement. One student noted, “In our collaboration, I think they [the icebreakers] had quite a significant impact on the rest of our teamwork”. This underscores how relationship-building activities also can be instrumental in overcoming language barriers. In a COIL project, a safe learning environment is emphasized as essential. Getting to know their peers, instructors, and surroundings is important (Mepieza, 2024).

Conversations extending beyond the course content deeply engaged students. Students found it compelling to “discuss topics beyond the project, discovering common interests and deepening their connections”. This genuine interest in learning about Canadian peers helped fortify relationships and uncover shared interests, aligning with Campinha-Bacote’s (2020) concept of cultural desire, where individuals aspire to become culturally aware and competent. Despite geographical separations, the relationships and alliances fostered confirm theories regarding COIL’s role in promoting intercultural and transnational educational opportunities (Rubin & Guth, 2022; Naicker et al., 2022). The initiative not only “fortified relationships” but also aligned with experiential learning theories, as evidenced by students noting how “genuine interest in learning about Canadian peers helped fortify relationships”.

COIL projects utilize technology to traverse geographical divides by harnessing small groups and breakout rooms to bolster digital collaboration dynamics. The aesthetic approach within these projects offers students an engaging alternative to traditional theoretical tasks, allowing for practical and memorable learning experiences. While this method provides a refreshing break from theory, it also presents challenges in effectively collaborating with international peers and conveying nuanced aesthetic contributions via digital platforms. Some students felt that their efforts led to outputs that were more reflective of Canadian rather than Norwegian perspectives, highlighting the importance of achieving balance in cross-cultural exchanges. A Norwegian student reflected, “They had an impression and maybe an expectation that we had it a little closer to us than we actually do”. This observation underlines the need to integrate aesthetic approaches with theoretical elements to deepen students’ understanding and enhance cultural insights. As noted by Zhu et al. (2023), when organizing COIL programs it is important to be aware of cultural gaps and the intercultural communications taking place throughout the process. Bridging these cultural differences is crucial for fostering an inclusive learning environment where students can engage fully with diverse perspectives and experiences. By prioritizing this, COIL programs can enhance intercultural understanding and prepare students for effective collaboration.

Platforms such as Zoom facilitated cross-continental cooperation, drawing attention to the enhanced need for digital fluency, which transcends basic digital literacy (Fallon, 2020). Digital fluency demands not only technical competence but also critical thinking and decision-making abilities, ensuring that technology acts as a facilitator rather than a hindrance in cross-border educational experiences. Consequently, educational programs should include training to cultivate digital fluency, equipping students for the digital aspects of global team interactions. COIL initiatives furnish conducive environments for honing these advanced digital skills, ultimately fostering globally competent individuals.

Communication dynamics, fraught with challenges and successes alike, substantially impact intercultural competence development. This observation concurs with findings by Kayumova and Sadykova (2016), highlighting the value of cross-cultural collaboration for educational advancement. Digital environments offer fertile grounds for culturally diverse students to learn together, potentially augmenting cultural competence and global awareness (Davis et al., 2022). Facilitating genuine interactions that challenge existing prejudices and enrich understanding of cultural discrepancies is vital for these outcomes.

Engagement with Canadian peers offered Norwegian students firsthand insights into Indigenous perspectives, bolstering cultural understanding and corroborating experiential learning, in line with de Hei et al. (2020) and Zhu et al. (2023). As one student noted, “…they feel that knowledge in their bodies more than we do. We only know what we learn in school, and they tried to teach us all the knowledge they had”. Recognizing Indigenous rights and cultural heritage through these exchanges aligns with the Norwegian curriculum’s Indigenous culture focus (Ministry of Education and Research, 2012). Exposing students to diverse cultural perspectives not only enriches their educational journey but also accentuates deficiencies in cultural understanding, underscoring the importance of culturally responsive pedagogy (Zhu et al., 2023). Cultural interchange and communication between Norwegian and Canadian students enhanced the learning experience, widening perspectives and deepening learning outcomes. These interactions are crucial for expanding cultural and linguistic comprehension, promoting a comprehensive view of global interconnectedness. A student described this exchange as an eye-opener, saying, “I now have knowledge that I wouldn’t have had if I hadn’t participated in this”. Nonetheless, the project also exposed cultural overlaid differences as both assets and impediments, demanding respect for diverse knowledge bases and highlighting the significance of cultural humility and positionality (Zhu et al., 2023; Yeager & Bauer-Wu, 2013).

Intercultural competence, as articulated by Deardorff (2006, p. 247) as “the ability to communicate effectively and appropriately in intercultural situations”, proved to be a critical outcome of the project. Students honed this competence through collaborative and reflective practices, deepening insights into cultural commonalities and disparities. Their pride in their accomplishments underscores COIL’s potential to deliver constructive learning experiences that boost confidence. These findings reaffirm COIL’s effectiveness as a pedagogical strategy for cultivating intercultural competence and fostering awareness of Indigenous perspectives (Rubin & Guth, 2022; Naicker et al., 2022). COIL projects require mutual faculty–student partnerships that create “at-home international” experiences (Gray et al., 2021; Rubin & Guth, 2022). Success hinges on institutional backing and educators’ skill in fostering inclusive environments that permeate cultural and language barriers. Investments in digital fluency and intercultural competence frameworks are paramount for preparing students for our interconnected world.

In conclusion, the COIL project not only provided meaningful learning experiences but also prepared students for future participation in global teams by enhancing their intercultural competency and adaptability. This aligns with previous research on COIL’s potential to enhance cultural competence and global awareness (Davis et al., 2022; Kiegaldie et al., 2022; Arndt et al., 2021; Christensen et al., 2022; Orzech et al., 2023; Naicker et al., 2022). Our project underscored the necessity of deliberate strategies to support effective communication and engagement across geographical divides. Overall, the project offered students an enriching experience that challenged them linguistically and culturally, paving the way for new professional and personal relationships. Ultimately, it emphasizes the importance of integrating both technological and human-centric approaches to maximize the benefits of international educational collaborations. By combining these elements, COIL projects can continue to foster a deeper understanding of cultural perspectives and prepare students for success in an increasingly interconnected global landscape.

Limitations and Implications

This study acknowledges several limitations that may affect the interpretation and generalization of the findings. Firstly, the sample size was relatively small, which limits the ability to generalize the outcomes to a broader population. Future studies should consider engaging larger and more diverse groups to validate these findings across different cultural and institutional contexts. Secondly, reliance on the current set of self-reported data from focus group interviews introduces potential bias, as students may interpret or portray their experiences subjectively. Although evaluations via questionnaires were conducted both before and after the COIL project, these could not be utilized in this study. Future studies could benefit from a mixed-methods approach, incorporating both qualitative interviews and usable quantitative assessments, to provide a more comprehensive understanding of the COIL experience. Thirdly, this study primarily examined immediate outcomes of the COIL project. Investigating the long-term impacts on students’ professional practice and intercultural competence would offer valuable insights into the sustainable benefits of such initiatives. Fourthly, challenges in coordinating meetings across time zones presented logistical issues. While digital tools themselves were effective, the time difference between Norway and Canada complicated students’ ability to schedule meetings. Future projects should provide structured guidance on managing such logistical challenges to enhance project coordination and communication.

By fostering intercultural communication skills and cultural understanding, COIL addresses key educational goals in today’s interconnected world. Continued investment and refinement of such pedagogical strategies are crucial as education becomes increasingly globalized. Future research should focus on examining COIL projects at both undergraduate and graduate levels, aiming to include more students and integrate these experiences more fully into the curriculum, rather than limiting them to voluntary participation. Additionally, incorporating quantitative methods alongside qualitative approaches would provide a more comprehensive understanding of COIL’s efficacy, assessing both immediate and long-term outcomes on students’ professional development and intercultural competence. Exploring adaptations of COIL methods in diverse educational contexts is essential to ensure inclusive and equitable experiences for all participants.

The limitations do not diminish the strengths and contributions of this study. As researchers and educators, there is a strong interest in developing more COIL projects due to their flexibility, cost-effectiveness, and sustainability. In this context, we need studies that examine experiences with COIL as an educational learning method. We can demonstrate that students benefit greatly from these experiences, acquiring valuable skills and perspectives that serve them well both professionally and personally. Such development aligns with the overarching goal of leveraging international educational collaborations to enrich learning and prepare students for success in an interconnected global landscape.

6. Conclusions

This study explored the experiences of ECTE students using COIL as a pedagogical method to gain insights into Indigenous perspectives, while also seeking improvements for future iterations. COIL was found to be effective in enhancing students’ intercultural competencies, providing them with essential skills to communicate and coordinate across time zones and cultural boundaries, which are key components in global collaborations.

One major takeaway is the necessity of clear guidelines and expectations from the start of the project. Students expressed the need for clarity regarding project goals and instructions, suggesting that comprehensive orientation sessions could significantly enhance satisfaction and learning outcomes. Relationship-building activities proved essential in overcoming language barriers and promoting effective collaboration. While logistical challenges such as time differences presented difficulties, this highlights the need for structured guidance in asynchronous communication to improve coordination. Future projects should develop strategies for effective scheduling across time zones, thereby enhancing coordination.

The initial phase of the COIL collaboration benefited greatly from strong educator involvement, which set a supportive tone for the project. Teachers played a critical role in facilitating initial meetings and providing a secure scaffold, gradually allowing students to gain confidence and assume greater autonomy. Future projects should emphasize active teacher participation during early stages to build a foundation of trust and engagement. Additionally, encouraging students to engage deeply with cultural elements and Indigenous perspectives proved beneficial. Through the COIL project, students gained insights on adapting pedagogical strategies to account for diverse cultural contexts. COIL contributed to a deeper understanding of intercultural competence by facilitating direct engagement with peers from different cultural backgrounds, encouraging reflection on cultural norms, and fostering open dialogue. This exposure broadened students’ perspectives, allowing them to recognize the importance of cultural sensitivity and inclusiveness in education. Future iterations could incorporate more structured cultural exchange activities, ensuring that these experiences are enriching and expansive. Clear and action-oriented recommendations for future iterations, such as specific strategies for cultural exchanges and logistical planning, will strengthen the practical impact of the findings. Through these adjustments, COIL initiatives can maximize educational impact by fostering intercultural competence and offering insights into various cultures, including Indigenous perspectives.

Addressing logistical challenges and refining pedagogical practices enables COIL projects to provide a deeper understanding of cultural perspectives, equipping students to integrate diverse cultural insights into their professional roles in ECEC. This study underscores the significance of combining technological and human-oriented approaches in international education. Positioning COIL as a method of internationalization at home serves as a valuable tool for exploring intercultural perspectives and enhancing global awareness within a local setting.