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In this borderlessGlobalisationborderless education age, one mission for educators is to develop students as global talent who can thrive in multicultural settingsUniversiti Teknologi Sepuluh Nopember (ITS), Indonesiahybrid mobility host. International mobilityEquitable learninginternational mobility programmes (IMPs) can be an effective way to facilitate the acquisition of Global Competence (GC) through practical experiences. Nowadays, most educational institutions worldwide are encouraging their students to attend these IMPs. In reality, however, such chances tend to be only for a limited number of students, mainly due to budget limitations. Know-how regarding programme design and implementation is another issue for academic and administrative staff. Thus, the challenge for educators is providingEquitable learningvirtual mobility equitable learning opportunities by overcoming financial and resource constraints. In 2021, thePandemic (COVID-19)virtual mobility initiatives virtual mobilityAcademic mobilityvirtual mobility programme was started as a countermeasure against the COVID-19 pandemicCOVID-19 pandemicvirtual mobility travel restrictions by taking advantage of Digital TransformationVirtual mobilitydigital transformation (DX). Because of its huge benefits, the programme hasGreen campus initiativessustainable education been upscaledVirtual mobilityCollaborative Online International Learning (COIL) to a hybrid one since 2023. This chapter elaborates on the details of this innovative programme series, programme design methodologies based on constructivist learning theory, and programme evaluation in conjunction with theEducation 2030 (OECD)global competence OECD Global CompetenceAgency, studentglobal competence skillsets and Knowledge, Skills, Attitudes and Values (KASV)Attitudes and Values (KSAV)global competence frameworkGlobal competenceknowledge, skills, attitudes, and values (KSAV). We describe insights to solve constraints and share the details to replicate this methodology. TheGlobal competenceCollaborative Online International Learning (COIL) goals here are to share the method for offering IMPs as fair and equal learning opportunities utilising DX and to reveal the findings of outcomesAttitudes and Values (KSAV)hybrid learning outcomes from an interdisciplinary IMP with various out-of-the-classroom learning activities.

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Future of Sustainable Education in Asia: Equitable Learning Through Digital and Hybrid Mobility Programmes

  • 章节

  • 发表日期：

    2026年

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  • Hiroyuki Ishizaki,
  • Maria Anityasari,
  • Isma Rosila Ismail

摘要

In this borderlessGlobalisationborderless education age, one mission for educators is to develop students as global talent who can thrive in multicultural settingsUniversiti Teknologi Sepuluh Nopember (ITS), Indonesiahybrid mobility host. International mobilityEquitable learninginternational mobility programmes (IMPs) can be an effective way to facilitate the acquisition of Global Competence (GC) through practical experiences. Nowadays, most educational institutions worldwide are encouraging their students to attend these IMPs. In reality, however, such chances tend to be only for a limited number of students, mainly due to budget limitations. Know-how regarding programme design and implementation is another issue for academic and administrative staff. Thus, the challenge for educators is providingEquitable learningvirtual mobility equitable learning opportunities by overcoming financial and resource constraints. In 2021, thePandemic (COVID-19)virtual mobility initiatives virtual mobilityAcademic mobilityvirtual mobility programme was started as a countermeasure against the COVID-19 pandemicCOVID-19 pandemicvirtual mobility travel restrictions by taking advantage of Digital TransformationVirtual mobilitydigital transformation (DX). Because of its huge benefits, the programme hasGreen campus initiativessustainable education been upscaledVirtual mobilityCollaborative Online International Learning (COIL) to a hybrid one since 2023. This chapter elaborates on the details of this innovative programme series, programme design methodologies based on constructivist learning theory, and programme evaluation in conjunction with theEducation 2030 (OECD)global competence OECD Global CompetenceAgency, studentglobal competence skillsets and Knowledge, Skills, Attitudes and Values (KASV)Attitudes and Values (KSAV)global competence frameworkGlobal competenceknowledge, skills, attitudes, and values (KSAV). We describe insights to solve constraints and share the details to replicate this methodology. TheGlobal competenceCollaborative Online International Learning (COIL) goals here are to share the method for offering IMPs as fair and equal learning opportunities utilising DX and to reveal the findings of outcomesAttitudes and Values (KSAV)hybrid learning outcomes from an interdisciplinary IMP with various out-of-the-classroom learning activities.