Introduction and Rationale

Introduction 

Collaborative Learning African Network (CLAN) project is based on the Collaborative Online International Learning (COIL) concept. The COIL concept is an educational approach that allows students and their educators to connect via online learning platforms to engage with collaborative learning experiences from different countries. COIL projects are valuable as they expose students to various competencies, specifically intercultural competencies and global awareness, by working together on shared academic tasks[1]. These projects are typically embedded within academic courses, and the collaboration may span weeks, depending on the course objectives. COIL projects can increase the internationalisation of the curriculum[2]. Higher education institutions (HEIs) mandate is to develop students into global citizens who participate in both their local and international spheres to bring change and positive influence. Educators can increase their intercultural skills[3]. However, considering the conversation in the African context relating to the contextualisation and localisation of the curriculum, it is worth promoting collaboration specifically among Universities in Africa.

The CLAN project is, therefore, an adaption of the COIL framework, mainly targeted toward the collaboration and networking of African educators and students. CLAN projects hold significant value for Africa, offering numerous benefits to students, educators, and institutions. This project can help address some of the continent’s educational and developmental challenges while fostering global competencies. We highlight the key benefits and value of COIL projects for Africa. Due to the current socio-economic context, traditional study-abroad programmes can be expensive and inaccessible for many African students. CLAN provides an affordable alternative to gaining exposure in Africa without the costs associated with travel.

CLAN has the potential to strengthen cultural identity among African students. Often, students and Academics from the African context do not interact with each other in favour of experiences with Westernised institutions. Through these exchanges, African students also gain deeper insights into their own cultural heritage and identity. Such CLAN activities can address developmental challenges. The CLAN project can focus on local African challenges such as sustainable development, agriculture, public health, and entrepreneurship. By collaborating with international peers, students can explore innovative solutions to pressing issues affecting African communities. African students can bring their unique insights into discussions on social change, promoting solutions that align with the realities of their communities. Environmental sustainability, healthcare, and education reform projects are particularly relevant to many African contexts. CLAN projects can focus on business and entrepreneurship ideas that can help and contribute to the growth of African economies. African students can collaborate on business ideas, exchange knowledge with peers from different regions, and develop strategies to address market needs in Africa. Working with colleagues in Africa can harness leadership skills, encouraging African students to become proactive in finding solutions to societal challenges within and beyond their borders.

Aim and rationale

We live in a globalised world, where the ability to navigate diverse cultures has become an essential concern for people, institutions and societies at large. Higher education is increasingly including international, intercultural and global dimensions in their curricula[4] (Naicker et al., 2022). The development of international and intercultural competence (IC) is critical within higher education institutions (HEIs), where students engage with diverse cultures[5]. IC empowers students with skills to be effective, socially conscious global citizens. Intercultural competence is “the ability to think and act in interculturally appropriate ways”[6]. IC is a multifaceted concept that combines the knowledge and skills needed to perform effectively and appropriately when interacting with others who are culturally different[7]. HEIs should educate students on diverse cultures, beliefs, norms and values. Acquiring this knowledge will help students in recognising and respecting cultural differences.

It has been stated that IC has three main components: attitudes, skills (behaviour), and knowledge[8]. The components of attitudes and skills include different qualities such as awareness, the ability to delay judgment, respect (valuing other cultures and cultural diversity), ethno-relativism, open-mindedness, willingness to listen, and motivation[9]. Knowledge comprises cultural self-awareness, deep understanding and knowledge of culture (including contexts, role and impact of culture and others’ world views), culture-specific information and sociolinguistic awareness The skills of observation and interpretation, analysis, evaluation and relation are necessary to acquire knowledge and make meaning of that knowledge and then apply it in specific situations9.

The three components of IC lead to desired internal outcomes, such as adaptability (to different communication styles and adjustment to new cultural environments) and flexibility (selecting and using appropriate communication styles and cognitive flexibility)9,[10]. Internal outcomes lead to desired outcomes, such as behaving appropriately and effectively in intercultural situations. It is assumed that prejudice could be reduced if individuals from one cultural group interact with another8. The development of IC by tertiary-level students “is crucial for changing prejudiced attitudes, preparing students to live in a global world and empowering them professionally”[11]. Nurturing IC at higher education institutions fosters a more inclusive, empathetic, and interconnected world. Therefore, with this project, we aim to present a framework for the implementation of collaborative learning through African networks (CLAN) programmes at higher education institutions.

[1] Hackett, S., Janssen, J., Beach, P., Perreault, M., Beelen, J., & Van Tartwijk, J. (2023). The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education. International Journal Of Educational Technology In Higher Education, 20(1), 5.

[2] Rubin, J. (2022). Part four perspectives on coil virtual exchange. The Guide to COIL Virtual Exchange: Implementing, Growing, and Sustaining Collaborative Online International Learning, 120.

[3] Kučerová, K. (2023). Benefits and Challenges of Conducting a Collaborative Online International Learning Class (COIL). International Journal on Studies in Education, 5(2).

[4] Naicker, A., Singh, E., & van Genugten, T. (2022). Collaborative online international learning (COIL): Preparedness and experiences of South African students. Innovations in Education and Teaching International, 59(5), 499-510.

[5] Vahed, A., & Rodriguez, K. (2021). Enriching students’ engaged learning experiences through the collaborative online international learning project. Innovations In Education And Teaching International, 58(5), 596-605.

[6] Li, M. (2020). An examination of two major constructs of cross-cultural competence: Cultural intelligence and intercultural competence. Personality And Individual Differences, 164, 110105.

[7] Schelfhout, S., Vandecasteele, R., De Maesschalck, S., D’hondt, F., Willems, S., & Derous, E. (2022). Intercultural competence predicts intercultural effectiveness: Test of an integrative framework. International Journal of Environmental Research and Public Health, 19(8), 4490.

[8] Aguilar Pérez, M. (2018). Integrating intercultural competence in ESP and EMI: From theory to practice. ESP Today, 6(1), 25-43.

[9] Pinto, S. (2018). Intercultural competence in higher education: academics’ perspectives. On the Horizon, 26(2), 137-147.

[10] Holubnycha, L., Kostikova, I., Soroka, N., Shchokina, T., & Golopych, I. (2021). Intercultural competence development at universities. Postmodern Openings, 12(1), 200-214.

[11] Sabet, P. G., & Chapman, E. (2023). A window to the future of intercultural competence in tertiary education: A narrative literature review. International Journal of Intercultural Relations, 96, 101868.