Collaborative Online International Learning Projects as a Foundation for Improving Learning Skills in Marketing Higher Education

COIL presents a valuable pedagogical methodology in higher education. However, most previous COIL studies focus on international collaboration, virtual exchange, and multicultural awareness, with few examining the academic outcomes of COIL participation, particularly in business and marketing higher education. This study examines changes in students’ understanding of core marketing concepts during a COIL project, group project performance, and respondents’ perceptions. The study uses a mixed-method design involving 55 undergraduate students from two partner institutions in North Macedonia and France. It combines 32 ID-matched pre- and post-test pairs, six group project assessments, and 28 post-project questionnaire forms. Matched scores increased from 11.66 to 14.22 out of 15, t(31) = 8.61, p < .001. Group ratings averaged 70.0/100, and respondents reported positive learning experiences. Without a comparison group, the observed knowledge gain cannot be attributed specifically to COIL; group ratings and perceptions do not establish individual skill growth. The study offers practical recommendations for students, educators, and participating institutions.