Supporting Inclusive Engineering Education using Global Virtual Teams

Internationalisation in the digital transformation: A scoping review

“…Teaching and learning activities empowered by ICT are generally addressed in conjunction with collaboration processes. Such processes are often enacted through collaborative online international learning—COIL (also referred to as virtual collaborative learning—VCL), and recognised as an approach to implementing virtual mobility (Altmann et al., 2019; Bruhn‐Zass, 2021; Buchmüller et al., 2021; Caniglia et al., 2018; Chang & Gomes, 2022; Clauss et al., 2019; Cordova et al., 2021; Fan et al., 2021; Guimarães & Finardi, 2021; Hammond & Radjai, 2022; Jacobs et al., 2021; Kobzhev et al., 2020; Kolm et al., 2021; Lazarou & Trifan, 2018; Ndubuisi & Slotta, 2021; Pedersen et al., 2020; Stolze et al., 2021; Wimpenny et al., 2022; Woicolesco et al., 2022). Digitally assisted instruction gained prominence in the context of emergency remote learning, deployed by HEIs in response to the COVID‐19 crisis, while prompting reflections about challenges and opportunities associated with the use of digital technologies in international higher education (Abramova et al., 2021; Chang & Gomes, 2022; Cordova et al., 2021; Hurria, 2021; Kanwar & Carr, 2020; Liu & Gao, 2022; Minaeva & Taradina, 2022; Mussina et al., 2022; Perrotta, 2021; Phùng & Phan, 2021; Rizvi, 2020; Woicolesco et al., 2022; Yang et al., 2022; Zawacki‐Richter, 2021).…”

“…Nonetheless, navigating the complexities of the digital age requires students and staff to harness certain competencies, skills and attitudes. The following competencies were identified in the corpus: intercultural and global competencies (Bruhn‐Zass, 2021; Buchmüller et al., 2021; Chang & Gomes, 2022; Fan et al., 2021; Guimarães & Finardi, 2021; Hammond & Radjai, 2022; Josefsson et al., 2022; Korotkova et al., 2021; Ndubuisi & Slotta, 2021; Stolze et al., 2021; Wimpenny et al., 2022; Woicolesco et al., 2022; Yang et al., 2022), collaborative competencies (Altmann et al., 2019; Clauss et al., 2019; Guimarães & Finardi, 2021; Kolm et al., 2021; Ndubuisi & Slotta, 2021; Stolze et al., 2021), professional competencies (Chang & Gomes, 2022; Clauss et al., 2019; Hammond & Radjai, 2022; Hines & Dockiao, 2021; Kanwar & Carr, 2020; Lazarou & Trifan, 2018; Ndubuisi & Slotta, 2021; Wimpenny et al., 2022), digital competencies (Ciurea, 2020; Guimarães & Finardi, 2021; Josefsson et al., 2022; Wimpenny et al., 2022), soft skills (Altmann et al., 2019; Clauss et al., 2019), language skills (Altmann et al., 2019; Bruhn‐Zass, 2021; Gezici et al., 2021; Jantassova et al., 2021), citizenship awareness (Caniglia et al., 2018; Fan et al., 2021; Guimarães & Finardi, 2021; Wimpenny et al., 2022), environmental awareness (Caniglia et al., 2018; Jack & Glover, 2021; Kobzhev et al., 2020), economic awareness (Kobzhev et al., 2020), cultural self‐confidence (Liu, 2019), communication (Korotkova et al., 2021) and media literacy (Ciurea, 2020…”

“…Cooperation processes were discussed in 22 of 45 studies in the corpus (Altmann et al, 2019;Bruhn-Zass, 2021;Buchmüller et al, 2021;Caniglia et al, 2018;Clauss et al, 2019;Cordova et al, 2021;Fan et al, 2021;Gezici et al, 2021;Guimarães & Finardi, 2021;Hammond & Radjai, 2022;Jacobs et al, 2021;Kanwar & Carr, 2020;Liu & Gao, 2022;Minaeva & Taradina, 2022;Ndubuisi & Slotta, 2021;Pedersen et al, 2020;Perrotta, 2021;Pestereva et al, 2019;Stolze et al, 2021;Woicolesco et al, 2022). In all cases, the topic was addressed in connection with online learning and its implementation through COIL and/or MOOCs.…”

“…In all cases, the topic was addressed in connection with online learning and its implementation through COIL and/or MOOCs. Selected studies generally reported on initiatives designed to address universities' Third Mission (Kanwar & Carr, 2020;Perrotta, 2021;Stolze et al, 2021), foster commitment to sustainability (Caniglia et al, 2017(Caniglia et al, , 2018Jack & Glover, 2021;Pedersen et al, 2020), enhance competency acquisition (Altmann et al, 2019;Buchmüller et al, 2021;Guimarães & Finardi, 2021;Hammond & Radjai, 2022;Ndubuisi & Slotta, 2021) and content co-creation (Fan et al, 2021;Stolze et al, 2021).…”

“…;Wimpenny et al, 2022;Woicolesco et al, 2022), such as those stemming from geopolitical tensions(Huang et al, 2022;Liu & Gao, 2022) and climate emergency(Guimarães & Finardi, 2021;Huang et al, 2022;Jack & Glover, 2021;Liu & Gao, 2022) Guimarães & Finardi, 2021;Hammond & Radjai, 2022;Josefsson et al, 2022;Korotkova et al, 2021;Ndubuisi & Slotta, 2021;Stolze et al, 2021;Wimpenny et al, 2022;Woicolesco et al, 2022;Yang et al, 2022),. collaborative competencies(Altmann et al, 2019;Clauss et al, 2019;Guimarães & Finardi, 2021;Kolm et al, 2021;Ndubuisi & Slotta, 2021;Stolze et al, 2021), professional competencies(Chang & Gomes, 2022;Clauss et al, 2019;Hammond & Radjai, 2022;Hines & Dockiao, 2021;Kanwar & Carr, 2020;Lazarou & Trifan, 2018;Ndubuisi & Slotta, 2021;Wimpenny et al, 2022), digital competencies(Ciurea, 2020;Guimarães & Finardi, 2021;Josefsson et al, 2022;Wimpenny et al, 2022), soft skills…”