Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teach...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/5/615 |
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| author | Kristin Severinsen Spieler Anne Karin Vikstøl Olsen Randi Engtrø |
| author_facet | Kristin Severinsen Spieler Anne Karin Vikstøl Olsen Randi Engtrø |
| author_sort | Kristin Severinsen Spieler |
| collection | DOAJ |
| description | This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. |
| format | Article |
| id | doaj-art-ef3fc926022a4ef8a7b892f72584de33 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ef3fc926022a4ef8a7b892f72584de332025-08-20T02:33:48ZengMDPI AGEducation Sciences2227-71022025-05-0115561510.3390/educsci15050615Intercultural Dialogue on Indigenous Perspectives: A Digital Learning ExperienceKristin Severinsen Spieler0Anne Karin Vikstøl Olsen1Randi Engtrø2Department of Education, University of Agder, 4630 Kristiansand, NorwayDepartment of Education, University of Agder, 4630 Kristiansand, NorwayDepartment of Education, University of Agder, 4630 Kristiansand, NorwayThis research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts.https://www.mdpi.com/2227-7102/15/5/615intercultural dialogueIndigenous perspectivesCOILsustainable internationalizationearly childhood teacher education |
| spellingShingle | Kristin Severinsen Spieler Anne Karin Vikstøl Olsen Randi Engtrø Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience Education Sciences intercultural dialogue Indigenous perspectives COIL sustainable internationalization early childhood teacher education |
| title | Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience |
| title_full | Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience |
| title_fullStr | Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience |
| title_full_unstemmed | Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience |
| title_short | Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience |
| title_sort | intercultural dialogue on indigenous perspectives a digital learning experience |
| topic | intercultural dialogue Indigenous perspectives COIL sustainable internationalization early childhood teacher education |
| url | https://www.mdpi.com/2227-7102/15/5/615 |
| work_keys_str_mv | AT kristinseverinsenspieler interculturaldialogueonindigenousperspectivesadigitallearningexperience AT annekarinvikstølolsen interculturaldialogueonindigenousperspectivesadigitallearningexperience AT randiengtrø interculturaldialogueonindigenousperspectivesadigitallearningexperience |