As higher education confronts global complexity and rapid technological change, new pedagogical models are needed to prepare students for interdisciplinary collaboration and responsible innovation. Challenge-Based Collaborative Online International Learning (CBL-COIL) combines student-centered learning, cross-cultural teamwork, and real-world problem-solving aligned with the United Nations Sustainable Development Goals (UN SDGs). This study explores how students experienced learning in a virtual, cross-institutional course spanning Switzerland and the United States. Using an exploratory, qualitative, student-centered design, we analyze four dimensions: interdisciplinary and international collaboration, pedagogical design and instructional scaffolding, experiential learning outcomes, and engagement with global sustainability challenges. Students developed AI-enabled solutions to real-world problems while navigating the cognitive, relational, and emotional dimensions of globally distributed teamwork. Findings highlight how structured collaboration phases, digital tools, and instructional scaffolding supported learning across cultural and disciplinary boundaries. Students reported growth in creative confidence, theoretical application, and professional identity, while also encountering coordination, motivation, and clarity challenges. Emotional engagement—ranging from stress to pride—played a pivotal role in their learning experience. By foregrounding student perspectives, this study extends CBL theory into globally networked, virtual contexts and offers design principles for educators aiming to foster active, collaborative learning in international and interdisciplinary environments.
Larbig et al. (Fri,) studied this question.