Abstract This study compares the effectiveness of Collaborative Hybrid International Learning (CHIL) and Collaborative Online International Learning (COIL) in fostering global citizenship competencies through a reciprocal partnership between two private institutions, one in the United States and one in Ecuador. While COIL offers a cost-effective model for internationalizing the curriculum through virtual collaboration, CHIL extends the framework both conceptually and pedagogically by incorporating reciprocal, short-term in-person engagement rooted in equity-oriented and justice-driven internationalization. Using a mixed-methods quasi-experimental design, the research employed the Global Engagement Survey (GES), focus groups, and written reflections. Findings indicated that CHIL participants demonstrated greater gains in cultural humility, civic responsibility, and critical reflection compared to COIL participants. The study argues that CHIL represents a distinct theoretical evolution of COIL by positioning reciprocity, critical reflection, and North–South balance at the center of global learning.
Díaz et al. (Thu,) studied this question.