| Abstract | This study investigates the impact of international collaborative learning on university students’ competencies by integrating pre- and post-activity self-assessment rubrics with open-ended responses from ten participants in a Collaborative Online International Learning (COIL) program. The analysis revealed positive changes across all competency domains, with particularly substantial improvement in group collaboration skills fostered through multicultural interaction. Role awareness, the iterative development of project outputs, and sustained dialogue with culturally diverse peers emerged as key developmental factors. The findings further indicate that COIL facilitates reflective learning processes, including students’ recognition and reconsideration of preconceived stereotypes. |
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