Relational Pedagogies and Student Wellbeing in COIL: Insights from an International Collaboration

Authors

DOI:

https://doi.org/10.56433/hr1e1368

Keywords:

COIL, digital empathy, digital connectivity, and digital presence.

Abstract

Higher education faces ongoing challenges in sustaining internationalisation while supporting student wellbeing. Collaborative Online International Learning (COIL) offers a pedagogical approach that enables intercultural exchange, empathy, and human connection without reliance on physical mobility. This study examines a COIL initiative between students at the University of Glasgow, Scotland, and the University Niccolò Cusano, Italy, conducted across two academic years. Drawing on ethically approved focus groups, thematic analysis identified three interrelated dimensions, digital empathy, digital connectivity, and digital presence, as foundational to students’ experiences of belonging in online international classrooms. These dimensions shaped the creation of safe and brave learning spaces, where students reported increased confidence, intercultural understanding, and authentic collaboration. Framed through Maslow’s hierarchy of needs and the concepts of Internationalisation at Home (IaH) and Internationalisation at a Distance (IaD), the study demonstrates how COIL can nurture belonging, peer-supported esteem, and opportunities for self-actualisation in digitally mediated environments. The findings highlight COIL’s potential to enhance wellbeing and global connectedness, reinforcing the importance of relational pedagogies in shaping the future of internationalisation in higher education.

Author Biographies

  • Mark Breslin, University of Glasgow

    Mark Breslin is a Senior Lecturer in Health and Wellbeing and Initial Teacher Education at the University of Glasgow. His research examines children’s mental health, wellbeing, and behaviours in schools, with a particular focus on building teacher confidence in supporting emotional regulation and pupil engagement. He also leads internationalisation initiatives through COIL, developing innovative cross-cultural partnerships that enhance teaching and learning. With over 20 years’ experience across early years, primary, secondary, and higher education, Mark brings together academic scholarship, policy influence, and practical expertise in community-based wellbeing interventions to advance inclusive and supportive educational practice.

  • Anna Maria Mariani, Pegaso Telematic University

    Anna Maria Mariani is a psychologist, Associate Professor of Didactics and Special Pedagogy at Pegaso Telematic University. Her research focuses on the development of new competencies for teachers, with a particular interest in the role of the body in teaching and learning processes.  

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2026-04-02

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