Practice Reports

Global citizenship cultivation through COIL-PBL model: case study of the Great Debates course




COIL, collaborative online international learning (COIL), PBL, global citizenship, great debates


The current global political, economic, and social challenges urge the need to cultivate global citizenship among students in their learning process. This paper presents the role of Collaboration Online International Learning (COIL) using the
Project-Based Learning (PBL) approach in cultivating global citizenship among university students. The paper explains the different implementation challenges of a COIL course on the different levels and core design elements of the COIL-PBL model to overcome such challenges. Empirically, this paper presents a primary case study of the Great Debates course that was implemented in different forms by three partner universities, which are the University of Washington Bothell (UWB), the University of North Carolina Asheville (UNCA) in the USA, and the Future University in Egypt (FUE). The implementation showed a positive impact on cultivating global citizenship among participating students, which is
clear from developments in students’ skills in the areas of cross-cultural communication and negotiation, cultural sensitivity and tolerance, teamwork and coordination across virtual global teams, analytical skills, and perception toward other cultures and society. Notably, the COIL-PBL model has started to gain further popularity after the COVID-19
pandemic as an alternative for physical mobility, which encourages future research in this area using other implemented courses using the COIL-PBL model.

Author Biographies

Greg Tuke, Seattle University

Greg Tuke, faculty Seattle University, Fulbright Scholar and internationally-recognized instructional coach focused on implementation of high impact virtual exchange courses. For the past decade, has led in-depth training workshops for faculty and Senior International Officers at universities in Morocco, the United Arab Emirates, Malaysia, Bosnia, and the US, helping faculty implement effective virtual exchange courses, and helping Senior International Officers scale up the number of faculty teaching such courses at their universities.

Sonia Kapur, University of North Carolina

Sonia Kapur earned her Ph.D. in Public Policy from the University of Arkansas, Fayetteville and a Ph.D. in Sociology from Jawaharlal Nehru University, New Delhi, India. She has over seven years of non-profit sector experience on issues of gender and child rights across South Asia and India in particular. She has taught courses on ethnicity and nation-building, gender and policy, and comparative politics. Her research interests include immigration policy and domestic abuse, intersectionality, stratification and refugee studies, health impact assessments and religious nationalism.

Karim Ashour, American University in Cairo

Karim Ashour is a researcher and lecturer in Political Science, faculty COIL trainer, and advisor in the field of migration and development. He worked for different institutions including GIZ, Stevens Initiative-Aspen Institute, American University in Cairo, and Future University in Egypt. Karim speaks Arabic, English, Italian, French, and German.





Practice Reports