Although technological advances enable students to engage with international peers and develop intercultural competence, such opportunities remain limited. Collaborative Online International Learning (COIL) offers an alternative pathway for fostering intercultural competence without physical mobility. Drawing on prior exposure to multiple COIL projects, this study explores COIL’s potential to promote intercultural learning in virtual contexts.

Guided by Deardorff’s Process Model of Intercultural Competence, the research investigates how COIL participation influences students’ attitudes, skills, cultural self-awareness, and intercultural communication. A mixed-method design was applied. Quantitative data were collected through pre- and post-project surveys with 18 students from the University of Applied Sciences Landshut (Germany) and National Taipei University (Taiwan), measuring self-reported changes in attitudes, knowledge, and internal and external outcomes. For qualitative depth, five semi-structured interviews were conducted with students from Germany with prior COIL experience, exploring on their reflections on intercultural learning processes.

Initial findings reveal increased cultural self-awareness, enhanced recognition of cultural differences, and more adaptive communication strategies. However, students also reported challenges related to distance and limited online interaction. Conducted as part of a Bachelor’s degree in New Media and Intercultural Communication, this study provides insights for educators and researchers implementing COIL-based virtual exchanges in higher education.