Campus bridge: decolonizing bilingual education and fostering intercultural competencies through university-school partnerships between the Global North and South

Purpose This paper examines the outcomes of Campus Bridge, a bilingual and intercultural learning initiative connecting high school students in the northeastern USA and Colombia. It aims to evaluate the program's effectiveness in fostering language development, intercultural communication and global awareness through synchronous online exchanges while contributing to the broader discourse on decolonizing education and equitable North–South partnerships. Design/methodology/approach This study focused on a pilot phase involving 108 students across 8 bilingual sessions. Data were collected through surveys and qualitative feedback to assess perceived language gains, intercultural competence and the overall program impact. Findings Results indicate that most students reported moderate to high progress in language skills, with US participants rating the experience more positively. Intercultural competence was notably enhanced, with 80.6% of US and 63% of Colombian students reporting an increased understanding of diverse perspectives. Key themes included the value of live language practice and cultural exchange, although challenges such as session size and connectivity were also noted. Research limitations/implications As a pilot study, the findings are context-specific and may not be generalizable. Future iterations should address logistical challenges and explore their long-term impacts. Practical implications The program offers a scalable framework for integrating bilingual and intercultural education through university-school collaborations, with potential applications in global education and social justice initiatives. Originality/value This study contributes to the literature on decolonizing education and intercultural learning by presenting a replicable model for equitable north–south educational partnerships.