In an era of increasing globalization, internationalization has become a crucial strategy for higher education institutions. Misra et al. (2020) note that while globalization is an uncontrolled phenomenon, internationalization involves a deliberate attempt to integrate educational systems into global networks. Responding to this need, the University of Agder (UiA) in Norway and the University of Saskatchewan (USASK) in Canada have prioritized the inclusion of international learning experiences. Through a Collaborative Online International Learning (COIL) - based exchange between students from Norway and Canada, this initiative facilitates engagement with Indigenous cultures, specifically targeting the Sámi people in Norway and the Métis people in Canada.

The research question in this study examines how Norwegian ECTE students experienced COIL as an innovative pedagogical method and explores improvements for continuous quality enhancement. Additionally, we conducted focus group interviews to gather insights into the students' experiences and perceptions of this intercultural exchange.

The study is grounded in three central concepts: the COIL methodology itself, internationalization in higher education, and intercultural competence. Collaborative Online International Learning (COIL) is a pedagogical model that fosters virtual collaboration between students from diverse cultural backgrounds (Rubin & Guth, 2022). It emphasizes the creation of shared learning experiences through digital platforms, allowing students to engage in meaningful interactions without the need for physical travel. This approach is particularly effective for exploring Indigenous perspectives, as it leverages technology to bridge geographic and cultural divides, facilitating in-depth engagement and reflection. It provides a virtual space for students to engage, eliminating the need for physical travel while encouraging exploration of Indigenous perspectives (Rubin & Guth, 2022).

Internationalization, as described by Misra et al. (2020), refers to the deliberate integration of international, intercultural, and global dimensions into higher education to enhance educational quality and societal relevance. This concept is supported through the COIL initiative, which offers opportunities for global engagement and learning that surpass traditional study abroad programs (Misra et al., 2020). By embedding international perspectives into local curricula, institutions like University of Agder and University of Saskatchewan can enrich educational experiences and prepare students for the complexities of a globalized world.

Central to the COIL experience is the development of intercultural competence, which Deardorff (2006) defines as the ability to communicate effectively and appropriately in diverse cultural contexts. COIL promotes this competence by challenging students to engage with different worldviews and collaboratively solve problems, thus enhancing their intercultural understanding and skills (Deardorff, 2006). This is especially important in educational settings where future teachers need to be equipped to address the needs of culturally diverse classrooms.

By integrating COIL into the ECTE curriculum, students are not only exposed to Indigenous perspectives but are also equipped with the skills necessary to critically engage with global cultural dynamics. This research highlights the transformative potential of COIL as a tool for developing intercultural competence and fostering a deeper understanding of internationalization processes. Ultimately, it enriches students' pedagogical practices by encouraging a more nuanced appreciation of cultural diversity and global interconnectedness.

This qualitative study utilizes an exploratory design to examine the COIL experience as a pedagogical tool through focus group interviews. With limited existing knowledge about COIL in Early Childhood Teacher Education, the research adopts a hermeneutic approach to interpret student experiences and identify avenues for quality improvement. The project involved 13 undergraduate students from Early Childhood Education Studies in Norway who participated in the COIL experience, with 12 students later participating in focus group interviews. The sample comprised students aged 20 to 26. Data collection took place in September 2024, consisting of four focus group interviews, each lasting approximately 60 minutes, conducted with groups of 3-4 students, following Krueger’s guidance on group sizes (1994). A semi-structured interview guide was developed, based on theoretical insights, previous research, pedagogical experiences, and the COIL context. Questions were adapted from established models, such as Campinha-Bacote’s cultural competence framework (2020), to facilitate rich discussions on cultural exchange and learning outcomes. Each group discussed the same set of core questions, with additional queries introduced as needed for clarification and engagement. An academic moderator, independent of the COIL implementation, facilitated the focus groups to ensure unbiased interactions, helping to create a conducive atmosphere for open discussion (Morrison-Beedy et al., 2001; Befring, 2015). This setup aimed to minimize biases and maximize the validity of the data by promoting authentic student interactions (Kitzinger & Barbour, 1999). To uphold ethical standards, the study ensured that participation was voluntary, anonymized, and compliant with research ethics guidelines as mandated by the Norwegian Centre for Research Data. Participants were informed about their rights, the study’s goals, and reassured that their academic assessments would not be affected. Validity in this qualitative study was enhanced through rigorous processes, including triangulation, member checking, and iterative analysis (Maxwell, 1992). The moderator reinforced crucial responses and facilitated participant verification of interpretations through feedback loops (Jacobsen, 2015). Data analysis followed the principles of a hermeneutic circle, fostering understanding through iterative reading and interpretation of the focus group transcripts (Kvale & Brinkmann, 2015). The multi-stage analysis involved meaning condensation, coding, categorization, and thematization to distill significant insights (Johannessen et al., 2021). Collaborative analysis with three researchers enriched the interpretation process, aligning with Malterud’s recommendations (2017). This resulted in identifying two key themes: "Valuable learning experiences in digital spaces" and "Overcoming organizational and geographical obstacles."

This study explores how students in the ECTE program experienced COIL as an international pedagogical method with a focus on Indigenous perspectives and explores improvements for continuous quality enhancement. The preliminary findings from the study provide several key insights into the students' experiences and challenges. Firstly, the results indicate that the COIL experience has significantly enhanced students' ability to communicate and collaborate effectively across time zones and cultural differences. This skill is crucial for managing the organizational and geographical challenges associated with international partnerships. Students developed practical strategies to address logistical challenges, which are useful in a global educational context. Furthermore, relationship-building activities contributed to reducing language barriers, promoting more effective collaboration among participants. Although digital communication posed challenges, students found creative solutions, including the use of translation tools, to ensure smooth interactions. This not only improved communication but also enriched the learning experience. The digital platform provided a valuable space for cultural exchange, offering students deeper learning opportunities compared to traditional methods. Through collaboration with Canadian peers, students gained authentic insights into Indigenous cultures, broadening their cultural understanding. This intercultural dialogue was crucial in raising awareness of Indigenous issues and the importance of cultural sensitivity in professional practice. In addition to promoting critical thinking, the COIL project emphasized the significance of integrating cultural elements into professional practice. This approach better prepares students to address culturally diverse classrooms and communities within their future careers. Overall, the preliminary findings suggest that the COIL method is a valuable pedagogical approach, strengthening students' intercultural competence and allowing for meaningful cultural exchanges, with significant benefits integrated into the ECTE program. These findings, along with strategies for continuous quality enhancement, will be further discussed and connected to the three central concepts: the COIL methodology, internationalization in higher education, and intercultural competence.

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