This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.
Published in | Higher Education Research (Volume 9, Issue 6) |
DOI | 10.11648/j.her.20240906.12 |
Page(s) | 154-160 |
Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Intercultural/International Approach, Online Virtual Models, Moroccan Higher Education
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APA Style
Boustar, R. (2024). Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. Higher Education Research, 9(6), 154-160. https://doi.org/10.11648/j.her.20240906.12
ACS Style
Boustar, R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High. Educ. Res. 2024, 9(6), 154-160. doi: 10.11648/j.her.20240906.12
AMA Style
Boustar R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High Educ Res. 2024;9(6):154-160. doi: 10.11648/j.her.20240906.12
@article{10.11648/j.her.20240906.12, author = {Rania Boustar}, title = {Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities }, journal = {Higher Education Research}, volume = {9}, number = {6}, pages = {154-160}, doi = {10.11648/j.her.20240906.12}, url = {https://doi.org/10.11648/j.her.20240906.12}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240906.12}, abstract = {This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement. }, year = {2024} }
TY - JOUR T1 - Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities AU - Rania Boustar Y1 - 2024/11/13 PY - 2024 N1 - https://doi.org/10.11648/j.her.20240906.12 DO - 10.11648/j.her.20240906.12 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 154 EP - 160 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20240906.12 AB - This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement. VL - 9 IS - 6 ER -