Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

Rania Boustar

doi:doi:10.11648/j.her.20240906.12

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Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

Rania Boustar^*

Published in Higher Education Research (Volume 9, Issue 6)

Received: 10 August 2024 Accepted: 29 September 2024 Published: 13 November 2024

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Abstract

This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.

Published in	Higher Education Research (Volume 9, Issue 6)
DOI	10.11648/j.her.20240906.12
Page(s)	154-160
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Intercultural/International Approach, Online Virtual Models, Moroccan Higher Education

References

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[3]	O’Dowd, R. (2017). Virtual exchange and internationalising the classroom. Training language and culture, 1(4), 8-24.
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[7]	Barrett, M. (2020). The Council of Europe’s Reference Framework of Competences for Democratic Culture: Policy context, content and impact’. London Review of Education, 18(1): 1–17. https://doi.org/10.18546/LRE.18.1.01
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[20]	Popov, V., Brinkman, D., Biemans, H. J., Mulder, M., Kuznetsov, A., & Noroozi, O. (2012). Multicultural student group work in higher education: An explorative case study on challenges as perceived by students. International Journal of Intercultural Relations, 36(2), 302-317. https://doi.org/10.1016/j.ijintrel.2011.09.004

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Boustar, R. (2024). Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. Higher Education Research, 9(6), 154-160. https://doi.org/10.11648/j.her.20240906.12

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Boustar, R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High. Educ. Res. 2024, 9(6), 154-160. doi: 10.11648/j.her.20240906.12

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Boustar R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High Educ Res. 2024;9(6):154-160. doi: 10.11648/j.her.20240906.12

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@article{10.11648/j.her.20240906.12,
  author = {Rania Boustar},
  title = {Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities
},
  journal = {Higher Education Research},
  volume = {9},
  number = {6},
  pages = {154-160},
  doi = {10.11648/j.her.20240906.12},
  url = {https://doi.org/10.11648/j.her.20240906.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240906.12},
  abstract = {This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.
},
 year = {2024}
}

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TY  - JOUR
T1  - Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

AU  - Rania Boustar
Y1  - 2024/11/13
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240906.12
DO  - 10.11648/j.her.20240906.12
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JO  - Higher Education Research
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PB  - Science Publishing Group
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AB  - This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.

VL  - 9
IS  - 6
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Author Information

Rania Boustar

English Department, Sidi Mohammed Ben Abdellah University, Fes, Morocco

Contact Email

http://orcid.org/0009-0000-7912-6770

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APA Style

Boustar, R. (2024). Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. Higher Education Research, 9(6), 154-160. https://doi.org/10.11648/j.her.20240906.12

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ACS Style

Boustar, R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High. Educ. Res. 2024, 9(6), 154-160. doi: 10.11648/j.her.20240906.12

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AMA Style

Boustar R. Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities. High Educ Res. 2024;9(6):154-160. doi: 10.11648/j.her.20240906.12

Copy | Download

@article{10.11648/j.her.20240906.12,
  author = {Rania Boustar},
  title = {Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities
},
  journal = {Higher Education Research},
  volume = {9},
  number = {6},
  pages = {154-160},
  doi = {10.11648/j.her.20240906.12},
  url = {https://doi.org/10.11648/j.her.20240906.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240906.12},
  abstract = {This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

AU  - Rania Boustar
Y1  - 2024/11/13
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240906.12
DO  - 10.11648/j.her.20240906.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 154
EP  - 160
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20240906.12
AB  - This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.

VL  - 9
IS  - 6
ER  -

Copy | Download