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

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.