For Our Erasmus+ UCOILD Project we recently engaged in two Blended Programs, in which students first participated in a COIL (Collaborative Online International Learning) and then our Dutch students travelled to our Norwegian students and our Danish students travelled to Mondragon.

We had a wonderful and interesting visit to Oslo and Mondragon, meeting with COIL colleagues, students, and lecturers.
During these study trips, we had the opportunity to observe and engage with a distinctive generation of students: adolescents aged 18-26 who chose to gain an international experience. Although the approach of this experience was mainly aimed at developing intercultural competencies and increasing knowledge about the professional field within another country, for us as teachers the need to work on several personal competencies became clear. It became evident that this cohort of students is less familiar with navigating discomfort and venturing beyond their comfort zones. While the curriculum centered around Collaborative Online International Learning (COIL), focusing on the contributing factors to an inclusive nature playground, the experience unfolded as a profound exploration of self- discovery.

Beyond the academic content, the journey delved into the students’ attitudes toward different cultures and their ability to confront unfamiliar situations. As future pedagogues or social workers, these individuals are poised to play a critical role in shaping the next
generation. However, the prevailing inclination towards seeking certainty and predictability, coupled with the accustomed care from their parents, raises pertinent questions.

As lecturers we often adapt to provide the expected certainty. Yet, we must pause and consider: what are they truly learning from this? The purpose of the study trip extends beyond familiarizing oneself with the professional content. It underscores the importance of honing the skills to grapple with uncertainties and ambiguities, urging students to introspect on their attitudes and coping mechanisms.

The trip emphasized the significance of cultivating flexibility among students. Can they adapt to new and unconventional situations? Are they capable of engaging with others in ways that challenge their accustomed norms? The focus extended to self-reflection — encouraging students to assess the gaps in their own attitudes, skills, and their knowledge.

A gap that should be closed when the adolescents have achieved their developmental task that Erikson formulated as early as 1968. A gap that obviously cannot be bridged with an international experience alone, but which can play a very important role in this and hold up a mirror. And as it turned out; not only a mirror for our current students, but perhaps even more so for us as teachers nowadays.

Conversation material to talk about on… and then refer to the next ETEN conference. Or are you already working on our closing event.?
In essence, the study trip aimed to redefine the learning experience. It aspired to shape not only future professionals, but resilient individuals equipped to thrive in diverse, unpredictable scenarios. By centering on attitudes towards different cultures, responses to the unknown, and fostering flexibility, the journey sought to instill a mindset that goes beyond the confines of traditional professional development.

In essence, the study trip aimed to redefine the learning experience. It aspired to shape not only future professionals, but resilient individuals equipped to thrive in diverse, unpredictable scenarios. By centering on attitudes towards different cultures, responses to the unknown, and fostering flexibility, the journey sought to instill a mindset that goes beyond the confines of traditional professional development.

By: Annette Bruun, Odette Spee and Rochelle Helms

Categories: Coil, Internationalisation, News, projects - fellow organizations