Traduction et Langues
Volume 24, Numéro 1, Pages 60-76
2025-06-30
Collaborative Online International Learning (coil) For Multicultural Development: Pedagogical Strategies And Outcomes միջազգային առցանց համագործակցային ուսուցումը (coil) որպես բազմամշակութայնության զարգացման միջոց․ ուսուցման ռազմավարություններ և արդյունքներ
Authors : Paronyan Shushanik . Ayunts Anoush .
Abstract
In a globalized world, students require broader social and communicative skills. Foreign language teaching must thus incorporate sociocultural sensitivity and multiculturalism—a pedagogical approach fostering understanding, appreciation, and respect for cultural, ethnic, and religious diversity. It aims to enhance an inclusive environment where students can develop a global perspective and embrace diversity. One of the pedagogical strategies that encourages effective interaction between individuals from different cultures is Collaborative Online International Learning (COIL). This study examines the role of Collaborative Online International Learning (COIL) in enhancing students’ multicultural awareness, with particular emphasis on mitigating cultural stereotyping and fostering sensitivity toward otherness. The research evaluates the effectiveness of COIL-facilitated multicultural learning through an analysis of a bilateral project between University College Utrecht and Yerevan State University. Employing a Project-Based Learning (PBL) approach, the project engaged students in analyzing cultural contexts marked by discrimination and hate speech. Through collaborative discourse, participants developed practical counterstrategies while demonstrating measurable growth in cultural competence. Quantitative data from post-project evaluations revealed that 97% of respondents rated the collaborative learning experience as highly successful, while 88% affirmed PBL’s efficacy as a pedagogical method. Notably, a significant majority reported heightened awareness of hate speech mitigation strategies. However, the study also identified three key implementation challenges: divergent academic expectations, uneven participant engagement, and technological literacy gaps among learners. Despite these limitations, the findings substantiate COIL’s potential to cultivate critical thinking, problem-solving skills, and intercultural empathy. The study concludes that scalable adoption of such initiatives can advance inclusive educational practices and contribute to societal equity through deliberate pedagogy of tolerance.
Keywords
Cultural context; Hate speech; Inclusive societies; Multiculturalism; Virtual exchange
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