Collaborative Online International Learning (COIL) and Global Mindset Development

A Mixed-Methods Study of Intercultural Competence in a Global South University

Abstract

Collaborative Online International Learning (COIL) enables digitally mediated intercultural collaboration; however, limited empirical evidence has examined how student engagement influences cultural intelligence, multicultural personality traits, and global mindset development within Global South higher education contexts. This study examined the contribution of COIL participation to intercultural competence and global mindset development among undergraduate students in a Philippine public university implementing internationalization-at-home initiatives. Using a convergent mixed-methods design, the study involved 86 undergraduate students who participated in COIL activities from 2022 to 2025. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were analyzed through reflexive thematic analysis and integrated using joint display analysis. Findings revealed high levels of student engagement (M = 3.86), cultural intelligence (M = 4.16), multicultural personality traits (M = 4.08), and global mindset development (M = 3.95). COIL engagement demonstrated a very strong positive relationship with global mindset development (r = .896, p < .01), indicating that active participation in virtual intercultural collaboration significantly supports global learning outcomes. Qualitative findings further revealed that students developed broader intercultural awareness, communication confidence, and appreciation for cultural diversity despite technological and communication challenges.