Borderless technology enhanced learning: The affordances of COIL in ELT educator preparation programs

The implementation of Collaborative Online International Learning (COIL) and Virtual Exchange (VE) projects is crucial for advancing Internationalization at Home (IaH) in higher education, especially within Educator Preparation Programs (EPPs). These cross-border collaborations democratize access to global interactions and are expanding in scope and quality. This research examines how undergraduate pre-service teachers engaged in Technology Enhanced Learning (TEL) during a COIL project, contributing to their global competencies as future educators.This single case study provides a descriptive understanding of online cross-cultural collaborative interactions in teacher education. Two teacher educators from Brazil and the United States co-designed activities using online platforms, interactive tools, and social media to support innovative pedagogical approaches and enhance students’ cultural awareness. Through cross-cultural dialogue and knowledge co-creation, students engaged in reflective discourse on diversity, acceptance, language, and power dynamics.The analysis of structured activities and discussions offers practical insights and recommendations for teacher educators integrating similar approaches to promote global citizenship. The findings highlight how technology enhances learning and cross-cultural engagement, equipping educators with tools to facilitate intercultural dialogue, improve language proficiency, and cultivate global competencies like cultural awareness and communication skills. This study illustrates how TEL supports the development of language proficiency and intercultural understanding, enriching EPPs and preparing educators for a globalized classroom.Keywords: English language teaching; Collaborative Online International Learning; virtual exchange; Technology Enhanced Learning; global competencies; cross-cultural learningPart of the Special Issue TEL in English language teaching, learning and assessment <https://doi.org/10.21428/8c225f6e.2c972374>