Fostering SEL competencies in digital learning environments: A COIL approach
Article / Journal
Author(s) / editor(s):
Olga Yashenkova
Year: 2025
Language(s): English
Abstract:
This study explores the impact of collaborative online international learning (COIL) projects on the development of social-emotional learning (SEL) competencies in digital environments. As digital platforms reshape education, their role in fostering emotional and social development becomes crucial. COIL offers a unique opportunity to enhance SEL by connecting students from diverse backgrounds through structured virtual collaboration. Although the benefits of COIL for cross-cultural learning are well documented, its role in explicitly enhancing SEL competencies and supporting crisis-responsive education remains underexplored. This research addresses this gap by examining two COIL projects involving Taras Shevchenko National University of Kyiv: “Unite: Tackling Challenges through Interdisciplinary Solutions” with The Hague University of Applied Sciences and “Discovering Shared Heritage Narratives” with Erasmus Brussels University of Applied Sciences and Arts. Both initiatives incorporated SEL-focused activities, such as collaborative assignments, virtual discussions, and problem- solving exercises, facilitated via platforms like Zoom, Google Classroom, Canvas, Padlet, Blooket, YouTube, and AnswerGarden. Using a mixed-methods approach, data were collected through surveys, self-assessments, and reflections to evaluate the impact of COIL on students’ SEL competencies. The study assessed growth in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making within the context of the ongoing war in Ukraine. The findings revealed that COIL not only improved students’ English communication and cultural awareness, but also significantly strengthened SEL competencies, emotional well-being, and academic engagement. This research offers valuable insights for creating supportive, inclusive, and resilient educational practices in digital and crisis- affected learning environments.
https://doi.org/10.29140/ajal.v8n2.102523
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