A Conceptual Framework for a Malaysia–Japan Collaborative Online International Learning (COIL) Project: Promoting Intercultural Learning Through Glocalized Issues and Virtual Collaboration

As higher education institutions increasingly seek innovative approaches to internationalisation at home, Collaborative Online International Learning (COIL) has emerged as a promising pedagogical model for facilitating intercultural engagement without physical mobility. This conceptual paper proposes a Malaysia–Japan COIL framework designed to enhance intercultural competence, communication skills using English as a lingua franca, global awareness, and collaborative problem-solving among university students. The proposed project connects students from Universiti Teknologi MARA (UiTM), Malaysia, and Sophia University in Japan through a four-week virtual exchange centred on the exploration of glocalized issues affecting both societies. Students collaborate online to investigate contemporary social challenges, analyse causes and implications, develop potential solutions, and create infographic-based presentations. Drawing upon Intercultural Communicative Competence Theory, Social Constructivism, and Experiential Learning Theory, the paper presents a pedagogical framework illustrating how structured international collaboration can foster meaningful intercultural dialogue and authentic language use. The proposed model contributes to current discussions on virtual exchange, global citizenship education, and technology-enhanced internationalisation by offering an accessible and scalable approach to intercultural learning in higher education.

Collaborative Online International Learning, COIL, intercultural competence, internationalisation at home, virtual exchange, communication in English as a lingua franca (EFL), global citizenship

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