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16 SES 01 B
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16. ICT in Education and Training
Paper Teachers’ Engagement in ICT-related Collaboration – Providing a European Perspective Based on ICILS Paderborn University, Germany Presenting Author:Teacher collaboration related to ICT (information and communication technologies) has emerged as a central mechanism for advancing digitalisation in schools (Cattaneo et al., 2025; Drossel, Eickelmann & Gerick, 2017; Fraillon et al., 2019; Lomos Luyten & Tieck, 2025). The integration of digital media into teaching and learning is widely recognised as both a technical and pedagogical challenge that cannot be addressed by individual teachers alone. Rather, teachers’ collaborative practices are essential for interpreting the affordances of digital tools, aligning instructional goals, and co‑constructing effective digital pedagogies. Policy frameworks at the European level also underscore the relevance of teacher collaboration for digital education. The European Union’s Digital Education Action Plan 2021–2027 identifies professional collaboration as strategic priority for enhancing teachers’ digital competences and supporting sustainable, systemic change in schools (European Commission, 2021, 2024). Theoretical frameworks for understanding school quality place ICT-related teacher collaboration within the broader context of school-level processes. This level includes all factors that are directly related to the functioning and organization of the school. These school processes have a direct impact on students’ learning. However, their effectiveness is shaped and limited by antecedent conditions, such as the availability of ICT resources and teachers’ ICT self-efficacy, which serve as foundational predictors for successful ICT related collaboration (Fraillon et al., 2025a; Schulz-Zander & Eickelmann, 2010). The International Computer and Information Literacy Studies (ICILS) 2013 and 2018 have empirically demonstrated that ICT-related collaboration varies considerably across participating education systems. Notably, in both study cycles, no European countries were represented among the top-performing group, whereas the extent of collaboration was particularly pronounced in countries such as Thailand (ICILS 2013) and Kazakhstan (ICILS 2018). Furthermore, the findings indicate that the extent of collaboration differs depending on the type of activity. In most education systems, collaborative efforts were primarily oriented toward improving the instructional use of digital media, whereas co-constructive activities were observed less frequently (Fraillon et al., 2014; Fraillon et al., 2019). To harness the potential of ICT-related teacher collaboration, it appears essential to identify predictors that facilitate such cooperation. Similar to the variation in the extent of ICT-related collaboration, these facilitating predictors have been found to differ across education systems (Drossel, Eickelmann, & Schulz-Zander, 2017). Research has further shown that, at the level of antecedents, the prioritization of ICT within the school constitutes a significant predictor of collaborative practices (Cattaneo et al., 2025; Schnitz et al., 2025). Equally important are teachers’ attitudes toward and competencies in ICT, as well as their positive perceptions of integrating digital tools into instruction. In addition, teachers’ ICT self-efficacy, particularly regarding lesson preparation that incorporates digital technologies, represents a critical predictor (Drossel, Eickelmann, & Schulz-Zander, 2017). Concerning school- and classroom-level processes, professional development courses focused on sharing and evaluating digital resources, as well as courses on integrating ICT into lessons, have been shown to promote collaboration. The frequency of ICT use in instruction also contribute positively to ICT-related cooperative practices (Lorenz, Endberg & Bos, 2018). Finally, background characteristics suggest that older teachers reported higher agreement with statements on collaboration (Drossel, Eickelmann, & Schulz-Zander, 2017). Against this theoretical and empirical background, the present study uses data from ICILS 2023 to provide updated, internationally comparative evidence on ICT‑related teacher collaboration. By focusing on teacher responses from four education systems with differing levels of student digital competence outcomes, this study addresses two core research questions: (1) To what extent do teachers engage in ICT-related collaboration? and (2) Which predictors contribute to explaining ICT‑related teacher collaboration in selected countries in Europe? Methodology, Methods, Research Instruments or Sources Used To address the research questions (RQ), secondary analyses of data from the IEA International Computer and Information Literacy Study 2023 (ICILS 2023; Fraillon et al., 2025b) are conducted. The study involved 35 education systems, including more than 20 European countries. It was co-funded by the European Union as part of its European-level monitoring activities in the field of digital education (European Union, 2024). ICILS 2023 assesses eighth-grade students’ digital competencies as well as the contextual conditions of learning in a digital world within an international comparative framework. For the present study, data from the teacher questionnaire are used, which are based on nationally representative samples. Four education systems are selected for in-depth analysis (N = 8.884 teachers): the Czech Republic and Denmark, whose students achieve above-average levels of digital competence, and Finland and Germany, whose students perform around the international average. This selection allows for meaningful comparisons across systems with differing performance profiles in the digital domain. To answer the first research question concerning the extent of ICT-related teacher collaboration, descriptive statistical analyses are conducted. ICT-related teacher collaboration is operationalized using an internationally scaled index with eight items provided by the ICILS study center (e.g. “I collaborate with other teachers to develop ICT-based lessons”.). The index was constructed using a Rasch partial credit model (Masters, 1982) and standardized to a mean of 50 and a standard deviation of 10. At the international level, the index demonstrates satisfactory reliability (Cronbach’s α = .80), with high reliability estimates also observed within the selected education systems (Fraillon et al., 2025b). To examine predictors of ICT-related teacher collaboration (research question two), linear regression analyses are conducted separately for each education system. Eight predictors at the level of school antecedents and school processes are included, drawing on established theoretical models of school quality and prior empirical research on ICT integration and teacher collaboration (see above). These predictors comprise mainly internationally constructed indices (e.g. availability of computer resources at school), complemented by selected single items. In addition, individual teacher characteristics, namely age and gender, are considered as control variables. All analyses are carried out using the IEA IDB Analyzer (Rutkowski et al., 2010), taking into account the complex sampling design of ICILS 2023. Teacher weights (TOTWGTT; Fraillon et al., 2025b) are applied to ensure population-representative estimates. Missing data are handled using listwise deletion in accordance with established guidelines for secondary analyses of large-scale assessment data. Conclusions, Expected Outcomes or Findings The findings highlight both commonalities and context-specific differences in ICT-related teacher collaboration across the selected European countries and underline the importance of professional learning opportunities and shared pedagogical orientations for fostering collaboration in the digital age, thereby illustrating how knowing and acting are interconnected under changing conditions of educational practice. The results regarding to the first RQ towards teacher engagement in ICT-related teacher collaboration reveal cross-national differences in the extent of ICT-related teacher collaboration across the four European countries included in the research presented. According to teachers’ self-reports, collaboration related to the use of ICT is most pronounced in the Czech Republic (M = 48.1, SE = 0.27). In contrast, lower levels of ICT-related collaboration are observed in Denmark (M = 46.1, SE = 0.37), Germany (M = 45.9, SE = 0.38) and especially in Finland (M = 42.7, SE = 0.26). Summering up the results towards the second RQ and by this towards the topic of predictors, the analyses identify several predictors that are significantly associated with ICT-related teacher collaboration. Overall, the findings suggest that at the level of school antecedents and school processes, ICT-related teacher collaboration is mainly shaped by teachers’ attitudes, competencies, and engagement in professional learning, whereas structural conditions and individual demographic characteristics play a more limited and context-dependent role across the four European education systems. Overall, the regression models explain between 35% and 40% of the variance in ICT-related teacher collaboration. Since ICILS provides exclusively quantitative data, further research is needed to complement these findings. Based on the results of ICILS and the growing relevance of teacher collaboration in Europe, additional studies are required that examine these aspects in greater depth and also take into account emerging opportunities and contextual changes related to artificial intelligence. References Cattaneo, A., Schmitz, M.-L., Gonon, P., Antonietti, C., Consoli, T., & Petko, D. (2025). The role of personal and contextual factors when investigating technology integration in general and vocational education. Computers in Human Behavior, 163, 108475. https://doi.org/10.1016/j.chb.2024.108475 Drossel, K., Eickelmann, B. & Schulz-Zander R. (2017). Determinants of teachers´ collaborative use of ICT for teaching and learning. European Educational Research Journal, 16(6), 781–799. Drossel, K., Eickelmann, B. & Gerick, J. (2017). Predictors of teachers‘ use of ICT in school – the relevance of school characteristics, teachers‘ attitudes and teacher collaboration. Education and Information Technologies, 22, 551–573. European Commission (2024). International Computer and Information Literacy Study (ICILS) in Europe – 2023. Main Findings and Educational Policy Implications. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/5221263 European Commission (2020). Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. Retrieved from: https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communication-sept2020_en.pdf Fraillon et al., (2025a). IEA International Computer and Information Literacy Study 2023. Springer, Cham. Fraillon et al. (2025b). IEA International Computer and Information Literacy Study 2023 – Technical Report. Amsterdam: IEA. Fraillon, J. et al. (2019). Preparing for Life in a Digital World. IEA International Computer and Information Literacy Study 2018 International Report. Springer, Cham. Fraillon J, Ainley J, Schulz W, et al. (2014). Preparing for Life in a Digital Age. The IEA International Computer and Literacy Information Study International Report. Amsterdam: IEA. Lomos, C., Luyten, J.W. & Tieck, S. (2023). Implementing ICT in classroom practice: what else matters besides the ICT infrastructure?. Large-scale Assess Educ 11, 1. https://doi.org/10.1186/s40536-022-00144-6 Lorenz, R., Endberg, M. & Bos, W. (2019). Predictors of fostering students’ computer and information literacy – analysis based on a representative sample of secondary school teachers in Germany. Educ Inf Technol 24, 911–928. Rutkowski, L., Gonzalez, E., Joncas, M. & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher 39(2), 142–151. Schmitz, M.-L., Antonietti, C., Consoli, T., Gonon, P., Cattaneo, A., & Petko, D. (2025). Enhancing teacher collaboration for technology integration: The impact of transformational leadership. Computers & Education, 234, 105331. https://doi.org/10.1016/j.compedu.2025.105331 Schulz-Zander R. & Eickelmann B. (2010). Teacher professional development - an empirical analysis of ICT-related teacher cooperation from a school improvement perspective. In: proceedings of 21st international conference of SITE, Society for Information Technology & Teacher Education. San Diego, USA, pp.1626–1632. 16. ICT in Education and Training
Paper Digital Competence as a Driver of Educational Transformation: Insights from Teacher Training in Kosovo 1: Faculty of Education, University of Prishtina, Prishtina, Kosova; 2: Faculty of Education and Psychology, University of Oulu, Oulu, Finland Presenting Author:The rapid digital transformation of society has fundamentally altered the role of education and, in particular, the professional profile of teachers (Van Laar et al., 2017; Celik et al., 2025). In contemporary education systems, digital competence has become a core requirement for effective teaching, extending beyond technical proficiency to include pedagogical design, assessment practices, learner empowerment, and ethical use of technology (Van Laar et al., 2017; Pedaste et al., 2023). As digital tools increasingly shape how knowledge is accessed, constructed, and shared, teachers’ ability to integrate technology meaningfully into teaching and learning processes has emerged as a decisive factor for educational quality and equity. The European Framework for the Digital Competence of Educators (DigCompEdu) conceptualizes digital competence as a multidimensional construct encompassing six interrelated areas: professional engagement, digital resources, teaching and learning, assessment, learner empowerment, and facilitating learners’ digital competence (Redecker, 2017). This framework emphasizes that effective digital competence is not defined by frequency of technology use, but by its pedagogical intentionality and transformative potential. Empirical studies across Europe consistently show that teachers tend to demonstrate stronger competence in accessing and using digital resources, while facing greater challenges in pedagogical integration, assessment, and learner-centred design (Suzer and Koc, 2024; Ortega-Sanchez et al., 2020; Trindade and Moreira, 2020). In Kosovo, this pattern is confirmed by national research based on the SELFIE for Teachers instrument. Findings from a large-scale study involving 1,602 pre-university teachers indicate a national average score of 2.93, corresponding to the B1 (Integrator) level within DigCompEdu (Pireva-Nuçi, 2026). This suggests that teachers use digital technologies regularly and effectively, yet largely at a functional level, without fully transforming instructional practices. The weakest performance was identified in the domain of Teaching and Learning, highlighting limited use of technology to redesign learning activities or promote higher-order cognitive engagement. These results underline the need for professional development approaches that explicitly target pedagogical transformation rather than technical skill acquisition alone. Within this context, the TKAeDiTE.eu (Transforming the Kosovo and Albanian Education System by introducing Digital Technology in Teacher Education) project co funded by EU (TKAEDITE, 2025) positions digital competence as a strategic lever for educational reform[1]. The project aims to move teachers beyond basic integration toward innovative and reflective digital pedagogy, aligned with European standards and national priorities. The STEM Training and STEM Day initiative, documented in this study, was designed as an applied intervention to operationalize DigCompEdu principles in classroom practice. Rather than positioning STEM education as an end in itself, the initiative uses STEM activities for strengthening teachers’ digital competence. Emerging technologies such as Artificial Intelligence, Social Robotics, and immersive digital tools are embedded within professional development and classroom activities to support the development of DigCompEdu domains, particularly teaching and learning, assessment, and learner empowerment. The pedagogical design of the initiative is further informed by the SAMR model (Puentedura, 2014; Hamilton et al., 2016), which supports teachers in analysing the depth of technology integration and progressing from substitution toward modification and redefinition of learning tasks. By aligning DigCompEdu, SELFIE, and SAMR, the initiative provides a coherent framework for diagnosing, developing, and applying digital competence in authentic educational contexts (Uerz, 2018; Stephanie, 2018; Pedaste et al., 2023). Research Questions: RQ1. How does DigCompEdu-aligned professional development, informed by national SELFIE diagnostic data, influence teachers’ digital competence across key DigCompEdu domains, particularly teaching and learning, assessment, and learner empowerment, in the Kosovo pre-university context? RQ2. In what ways does the integration of STEM-based activities supported by emerging technologies (AI, social robotics, and immersive tools), guided by the SAMR model, contribute to pedagogical transformation from functional to transformative technology use among trained teachers? Methodology, Methods, Research Instruments or Sources Used This study employs a mixed-methods, design-based research approach to examine the implementation and outcomes of the Artificial Intelligence, Social Robotics and STEM Training initiative within the TKAeDiTE.eu project. The methodological design integrates large-scale quantitative diagnosis with targeted professional development and qualitative analysis, enabling a comprehensive examination of teacher competence development and classroom level application. The first phase of the study consisted of a national digital competence assessment using the SELFIE for Teachers instrument, aligned with the DigCompEdu framework. The instrument was administered electronically to 1,602 pre-university teachers across Kosovo, encompassing diverse educational levels, subject areas, and municipalities (Pireva-Nuçi, 2026). SELFIE enabled teachers to self-assess their competence across six DigCompEdu domains, generating baseline data on national competence levels and identifying areas requiring targeted intervention. Based on the findings of this diagnostic phase, a second intervention phase was implemented involving 110 ICT teachers, who participated in advanced professional development programmes. These trainings focused on the pedagogical integration of Artificial Intelligence, Robotics, programming, AI-supported content creation, and immersive technologies, with explicit emphasis on instructional design rather than technical skill acquisition alone. The SAMR model was used as a guiding framework to support teachers in progressing from enhancement level technology use toward modification and redefinition of learning activities. The STEM Day competition constituted the applied classroom component of the methodology. Students from pilot schools participated in interdisciplinary STEM challenges designed and facilitated by trained teachers from EU partners, such as University of Oulu, NTNU in Norway and Linnaeus University in Sweden. These activities emphasized collaboration, problem-solving, and real-world application of STEM knowledge, while incorporating UDL principles to ensure inclusive participation. Data collection combined quantitative and qualitative methods. Teachers Digital Competences were examined using the SELFIE instrument, student learning outcomes were examined through pre- and post-activities, while qualitative data were gathered through structured observations, teacher reflections, and analysis of instructional artifacts produced during training day implementation. Quantitative data were analysed descriptively, and qualitative data were analysed thematically to identify patterns related to pedagogical change, perceived challenges, and professional growth. Ethical considerations included voluntary participation, anonymisation of data, and compliance with institutional and project level research standards. Conclusions, Expected Outcomes or Findings The findings of this study highlight the central role of teacher digital competence in enabling meaningful and sustainable integration of STEM education. Consistent with national SELFIE data, the results confirm that the majority of pre-university teachers in Kosovo operate at the B1: Integrator level, indicating functional but largely non transformative use of digital technologies (Pireva-Nuçi, et al, 2025; Pireva-Nuçi, 2026). This reinforces the need for professional development models that explicitly connect digital competence development with pedagogical transformation. The STEM training initiative demonstrates that AI, Social Robotics, and immersive technologies, when embedded within structured pedagogical frameworks, can effectively support this transition. Teachers participating in targeted training reported increased confidence in designing inclusive, student-centred STEM activities and demonstrated improved capacity to apply digital tools in ways that promote active learning, collaboration, and problem-solving. The use of the SAMR model proved particularly valuable in guiding gradual progression from enhancement level practices toward more transformative instructional designs. From a student perspective, the STEM Day activities provided authentic learning contexts that supported engagement, teamwork, and applied reasoning. Pre- and post-assessment results suggest positive learning progression, particularly in areas related to computational thinking and interdisciplinary problem-solving. These outcomes illustrate the potential of challenge-based STEM learning to complement traditional classroom instruction. Expected outcomes include sustained improvement in teachers’ digital-pedagogical competence, increased adoption of inclusive and innovative STEM practices, and enhanced student engagement with STEM disciplines. In the longer term, the integration of digital competence frameworks with applied STEM education supports Kosovo’s strategic objectives for educational modernisation and alignment with European standards. This study provides a foundation for future research, policy development, and large-scale implementation of technology enhanced STEM education grounded in empirical evidence and pedagogical coherence. References Carretero, S., Vuorikari, R., & Punie, Y. (2018). DigComp into action: Get inspired, make it happen. A user guide to the European digital competence framework. Publications Office of the European Union. Celik, I., Kontkanen, S., Laru, J., & Dalyanci, A. A. (2025). Co-constructing adaptive lesson plans with GenAI: Pre-service teachers' Intelligent-TPACK and prompt engineering strategies. Computers & Education, 105485. Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y Ortega-Sánchez, D., Gómez-Trigueros, I. M., Trestini, M., & Pérez-González, C. (2020). Self-perception and training perceptions on teacher digital competence in Spanish and French university students. Multimodal Technologies and Interaction, 4(4), Article 74. https://doi.org/10.3390/mti4040074 Pedaste, M., Kallas, K., & Baucal, A. (2023). Digital competence test for learning in schools: Development of items and scales. Computers & Education, 191, 104634. Pireva Nuci, K. (2026). Kompetencat digjitale të mësimdhënësve: Diagnostikimi dhe zhvillimi i kompetencës digjitale të mësimdhënësve në Kosovë (Chapter submitted for publication). Pireva Nuci, K., Dalipi, F., Masiello, I., Celik, I., Laru, J., Saqipim, B., Susuri, A., & Imran, A. S. (2025). Assessing digital competence of K–12 teachers in Kosovo: A study through the lens of DigCompEdu and TPACK. Manuscript submitted for publication. Puentedura, R. R. (2014). SAMR: A contextualized introduction. Pine Cobble School. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (JRC Science for Policy Report). Joint Research Centre, European Commission. Trindade, S. D., & Moreira, J. A. (2020). Assessment of high school teachers on their digital competences. Magis: Revista Internacional de Investigación en Educación, 12(25), 1–20. Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005 Süzer, E., & Koç, M. (2024). Teachers’ digital competency level according to various variables: A study based on the European DigCompEdu framework in a large Turkish city. Education and Information Technologies. Advance online publication. TKAEDITE. (2025). TKAEDITE project. https://tkaedite.eu/ Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010 16. ICT in Education and Training
Paper Unpacking Impactful Elements at Play in The Design of Intercultural Online Collaborative Learning in Higher Education: A Systematic Review Leiden University, Netherlands, The Presenting Author:Higher education institutions are expected to equip graduates with competency needed in a global workforce and social contexts (Bourn, 2018; Jiaxin et al., 2024). Study abroad programs have been the primary means to achieve these goals. However, this program continues to encounter several challenges due to financial constraints, mobility restrictions, and unequal access opportunities (de Wit & Altbach, 2021). In response, many universities have begun integrating international and intercultural dimensions directly into the domestic curriculum. This approach aims to broaden access to global learning (Beelen & Jones, 2015). Along this shift, several prominent pedagogical approaches have been developed to facilitate international collaboration without requiring physical mobility. These approaches commonly associated to the broader term of Virtual Exchange (VE), namely Collaborative Online International Learning (COIL), and telecollaboration (Hackett et al., 2024). These methods incorporate digital technologies and intercultural facets within an integrated learning environment to connect students in different countries within the same course program. The pedagogies mentioned require careful design to enable the co-development of courses, allowing for international, multidisciplinary collaboration that can optimally develop intercultural competence (Guillén-Yparrea & Ramírez-Montoya, 2023). To examine how online learning environments are designed and implemented in higher education, this review is guided by two online collaborative learning frameworks: Oyarzun & Martin (2023) and Zheng (2021). Oyarzun & Martin (2023) developed an online collaborative learning (OCL) framework comprising four core components, namely: collaboration technologies, the design of collaboration activities, facilitation strategies, and collaborative learning outcomes. Complementing this perspective, Zheng (2021) designed an innovative CSCL framework comprising eight elements, which also serve as steps in designing the learning environment: goals, tasks, interactions, resources, assessment, implementation, analysis, and optimization. This study employed a systematic literature review (SLR) method to synthesize research on interventions involving online and blended learning among culturally diverse student teams in higher education. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) was used to guide the article selection process, including identification, screening, and decision-making for inclusion. This study is positioned within the ICT in Education and Training theme, as it examines important elements of online intercultural collaborative learning and how these elements are designed and implemented in higher education contexts. This review responds to growing expectations of higher education institutions to enhance learning quality, collaboration, and international engagement in digitally mediated environments. The present study offers two main contributions. Conceptually, the review advances a more integrated understanding of intercultural online collaborative learning as the intersection of pedagogical design, technological mediation, and intercultural interaction. This study suggests a framework of evidence-based practices to guide educators and policymakers in designing inclusive, sustainable, and impactful international learning experiences for diverse student populations. This topic is vital for the European Higher Education Area and supports the Erasmus+ goal of inclusion and the Digital Education Action Plan. Methodology, Methods, Research Instruments or Sources Used This study employed a systematic literature review (SLR) method to synthesize research on interventions involving online or blended learning among culturally diverse student teams in higher education. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) was used to guide the article selection process, including identification, screening, and decision-making for inclusion. The literature search was conducted through the online library catalogue of a research university in the Netherlands. This catalogue indexes the library’s own collections, including its licensed e-journals and databases. The library catalogue offers an advanced search feature that enables users to search for articles using complex keyword combinations and additional inclusion criteria. This advanced search feature is considered an automation tool in the PRISMA 2020 diagram. Several keyword combinations were carefully selected to identify appropriate articles, derived from seminal work in computer-supported collaborative learning (CSCL) and intercultural collaboration. The final search string operationalized five core constructs: (a) online or digital learning environments, (b) cultural diversity, (c) collaboration, (d) instructional strategies or interventions, and (e) higher education. The full Boolean search expression was: (online OR digital) AND (cultural OR intercultural OR multicultural) AND (collaborat) AND (strategy OR method OR teaching OR didactic OR approach) AND "higher education". Filters were applied to retrieve only: (1) peer-reviewed journal articles; (2) publications written in English; and (3) publications between 1989 and 2025. Following the initial search process, the titles and abstracts of the 556 identified articles were manually screened for relevance to the research focus. Screening was conducted on the basis of the following inclusion criteria: (a) research participants were higher education students, (b) collaboration was conducted online (including blended learning, provided that the collaboration was online), (c) students work together in teams to achieve shared goals or create a shared product, and (d) the groupwork consists of team members with diverse cultural backgrounds with their university counterpart. Following the screening process, 54 articles remained for full-text review. To ensure that all articles were appropriate for the study and aligned with the research aim, the remaining 52 articles underwent a thorough review based on the full manuscripts and an interrater reliability check. Based on the first author's evaluation, discussions, and mutual agreement during the interrater reliability process, the final set of articles included 28. Conclusions, Expected Outcomes or Findings This review synthesized 28 empirical studies to examine the elements shaping intercultural online collaborative learning (IOCL) in higher education. The findings indicate that challenges and opportunities arise from the alignment between collaborative learning elements and the intervention context. Meaningful intercultural collaboration is more likely to occur when task design, activities, facilitation, and technology are deliberately adapted to collaboration contexts, namely institutional, disciplinary, logistical, and learner-related conditions. Across IOCL studies, contextual factors such as course duration, time-zone differences, workload, and institutional coordination shaped collaboration. Short-term interventions and large time-zone gaps can limit relationship building and reduce interaction depth, even when tasks were well designed (Hackett et al., 2023; Vahed, 2022). Cultural diversity alone does not ensure intercultural learning and may result in unequal participation without structured preparation and facilitation (Crossman & Bordia, 2011; Luka & Seniut, 2019). These findings indicate that contextual factors should be incorporated into the design. At the level of CL elements, individual tasks commonly scaffold participation and sense-making. Individual tasks should be intentionally aligned with group tasks. Similar to individual tasks, facilitation before collaboration supports readiness. While facilitation during collaboration must remain responsive to task complexity and intercultural dynamics among students. Overall, this review underscores the need to treat the intervention context as a foundational layer in the design of intercultural online collaborative learning. The elements identified in this study are the core elements that should be given priority in the design of IOCL. Furthermore, other elements can be included when the IOCL designer deems necessary. Rather than applying fixed design templates, educators and researchers should make context-responsive design decisions that shape how collaborative elements function in practice. References Beelen, J., & Jones, E. (2015). Redefining Internationalization at Home. In The European Higher Education Area (pp. 59–72). Springer International Publishing. https://doi.org/10.1007/978-3-319-20877-0_5 Bourn, D. (2018). From 21st Century Skills to Global Skills. In Understanding Global Skills for 21st Century Professions (pp. 63–85). Springer International Publishing. https://doi.org/10.1007/978-3-319-97655-6_4 Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization [Article]. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002 Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). Intercultural Competencies in Higher Education:a systematic review from 2016 to 2021. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2167360 Gyasi, J. F., Zheng, L., & Long, M. (2021). Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020. Sustainability, 13(24), 13890. https://doi.org/10.3390/su132413890 Hackett, S., Dawson, M., Janssen, J., & van Tartwijk, J. (2024). Defining Collaborative Online International Learning (COIL) and Distinguishing it from Virtual Exchange. TechTrends, 68(6), 1078–1094. https://doi.org/10.1007/s11528-024-01000-w Jiaxin, G., Huijuan, Z., & Md Hasan, H. (2024). Global competence in higher education: a ten-year systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1404782 Kolm, A., de Nooijer, J., Vanherle, K., Werkman, A., Wewerka-Kreimel, D., Rachman-Elbaum, S., & van Merriënboer, J. J. G. (2022). International Online Collaboration Competencies in Higher Education Students: A Systematic Review. Journal of Studies in International Education, 26(2), 183–201. https://doi.org/10.1177/10283153211016272 Oyarzun, B., & Martin, F. (2023). A Systematic Review of Research on Online Learner Collaboration from 2012–21: Collaboration Technologies, Design, Facilitation, and Outcomes. Online Learning, 27(1). https://doi.org/10.24059/olj.v27i1.3407 SUNY COIL. (n.d.). What is COIL? Retrieved October 30, 2025, from https://online.suny.edu/introtocoil/suny-coil-what-is/ Vatrapu, R., & Suthers, D. (2007). Culture and Computers: A Review of the Concept of Culture and Implications for Intercultural Collaborative Online Learning. In Intercultural Collaboration (pp. 260–275). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-540-74000-1_20 Vygotskij, L. S. (1978). Mind in society : the development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, E. Souberman, & Mass. Harvard University /Cambridge, Eds.) [Book]. Harvard University Press. Zheng, L. (2021). An Innovative Framework for Designing Computer-Supported Collaborative Learning (pp. 3–17). https://doi.org/10.1007/978-981-16-1718-8_1 Zuo, L. (2025). Development of Intercultural Competence in Higher Education Through Online Learning: A Systematic Review 2020–2024. Journal of Teaching in International Business, 36(1), 33–58. https://doi.org/10.1080/08975930.2025.2475755 | ||