Exploring initiatives towards Social Impact contributing to better Quality Education: A Collaborative Online International Learning project between the University of Johannesburg and the University of Dallas, Texas

Exploring initiatives towards Social Impact contributing to better Quality Education: A Collaborative Online International Learning project between the University of Johannesburg and the University of Dallas, Texas

Maud Blose

Issue: Vol. 7 No. 2 2026 Article 25 pp.380 – 391
DOI : https://doi.org/10.38159/jelt.20267225 Published online 15th May 2026.

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ABSTRACT

This reflective paper examines the impact of a Collaborative Online International Learning (COIL) project on journalism pedagogy and student development. The study aimed to assess how interdisciplinary, cross-cultural collaboration can enhance journalism education by contextualising global issues within local frameworks. The project, titled “Exploring Initiatives Towards Social Impact Contributing to Better Quality Education,” involved Journalism students from the University of Johannesburg (South Africa) and History students from the University of Dallas, Texas (United States). Framed under Sustainable Development Goal 4 (Quality Education), the collaboration explored sub-themes including inclusive infrastructure, food security, student accommodation, and work preparedness. Students interacted via Zoom and social media platforms to produce multimedia content, such as short documentaries, news packages, public service announcements, and photo essays. The methodology centered on students’ interpretation of the theme and their narrated experiences of behavioural transformation through the project. The findings revealed that COIL projects foster critical understanding of global issues within local contexts while promoting decolonial approaches to problem-solving. The project cultivated the ethos of a global village while respecting local particularities. Discussions highlight the value of interdisciplinary collaboration in journalism education, suggesting that such initiatives prepare students for interconnected professional environments. Recommendations include integrating COIL projects into journalism curricula to promote innovative, inclusive storytelling and cross-cultural competence. This research contributes to scholarship on journalism education by demonstrating how collaborative, technology-mediated learning can transform student perspectives and equip them with skills to address complex societal challenges through a decolonial lens.

Keywords: COIL, Journalism, Decolonial, Pedagogy, Quality Education

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AUTHOR(S)

Prof Maud Blose is an Associate Professor in the Department of Communication and Media at the University of Johannesburg. Her journey is one that others refer to as a “media maven,” perhaps because her mission is to turn traditional platforms into arenas for African feminist change. She holds a Master of Science in Broadcast Journalism from Northwestern University as a Fulbright Scholar and a PhD from the University of KwaZulu-Natal. Her expertise spans three key “beats”: decoding media bias to rewrite the script on Black women’s representation, revolutionising digital pedagogy through e-Learning innovation, and championing environmental storytelling that places community narratives at the heart of climate justice. Prof Blose spearheads and has implemented innovative programs, including Collaborative Online International Learning (COIL) projects. This is a strategic use of technology to provide international exposure to students who may not have the means to travel, democratising access to global learning. Her role in the UNESCO Chair in Gender and Climate Change places her at a strategic table where she helps shape the international cooperation agenda on gender and climate change. This involves promoting research, advocating for women’s inclusion, and influencing policy at an international level.

TO CITE ARTICLE

Blose, Maud. “Exploring initiatives towards Social Impact contributing to better Quality Education: A Collaborative Online International Learning project between the University of Johannesburg and the University of Dallas, Texas .” Journal of Education and Learning Technology 7, no.2 (2026): 380 – 391. https://doi.org/10.38159/jelt.20267225