Until recently, internationalisation of higher education was largely considered an end in itself especially due to its impact on the UK economy. In the past few years, however, the conversation has changed considerably and with the challenges that Covid-19 restrictions have presented for the internationalisation based on students ‘mobility, the focus has diverted more on improving the quality of education and research as well as serving larger social goals. The focus should be on developing a culture of mutual support and strategic inclusion with partner Universities with potential development of dual purposing resource and mutual enrichment.
This contribution is aiming to investigate how does remote cooperative teaching, based on mutual enrichment across international ITE providers, support active participation of students in international activities?
Participants were undergraduate student on the ITE programme within Meduc year3 course: Health and Well-being Elective School of Education, University of Glasgow and Italian student teachers on the course “Scienze della formazione” at the Niccolo’ Cusano University, Rome.
Several sessions were organised and remotely delivered to both cohort of students with a careful blending of tutors’ expertise, focused on their cultural and language diversity; a carefully planned topic of high interest for both countries: Parental Engagement in pupil’s Education; and finally, a very well taught integration of the sessions’ content and task requirements into both Universities’ assessment agenda. Results showed a mutual enrichment and active participation which went beyond any expectations with elements of e-networking and overcome of language, communication and even possible stereotype barriers.