Student Exchanges and Collaborative Learning Student involvement was central to the success of the project. Learners engaged with modules that were redesigned to align learning outcomes with sustainability objectives and real-world challenges. The use of place-based examples, systems thinking activities, and reflections enabled students to contextualise their learning and connect it to their lived realities (Gruenewald, 2003; McGregor, 2020). Furthermore, students participated in structured online exchanges, creating a space for cross-cultural dialogue and collaborative learning where Swedish and African perspectives could be shared. These virtual environments encouraged peer-to-peer learning, facilitating critical discussions around the intersections of sustainability, innovation, and social justice (Mezirow, 2000). Student evaluation of their experiences in all three institutions where students participated had a strong impact: 100% reported enhanced sustainability consciousness (we used a survey instrument here). 100% acknowledged a greater and deeper understanding of SDGs (through their digital stories and the discussions in the film festival). 98% believed the module promoted a shift toward sustainability praxis (as evidenced by solutions implemented in the digital story) 100% believed that their learning was rich and positively impacted by the diverse perspectives offered through online exchanges (obtained from student evaluations). Since the COIL engagement enabled students to participate in cross-cultural dialogues, the virtual spaces nurtured peer-to-peer exchanges in an international setting. The culminating activity (the digital story assignment) challenged students to narrate their sustainability praxis in diverse educational settings, like South Africa, Germany, the UAE, China, Korea and Indonesia. Some students’ comments on the evaluations underscore the depth of engagement. A sample of these comments is provided below: “This module made me realize that I can contribute to achieving the SDGs… I cannot ignore education for a sustainable future.” “The digital story assignment pushed me out of my comfort zone but helped me grow.” “The film festival showed how perspectives on sustainability differ but also align across cultures.” Students were also involved in shaping the research dimension of the project. As participants in the PALAR process, they contributed to the generation of qualitative data, providing feedback on pedagogical innovations and reflecting on the impact of the green pedagogical approaches on their personal and academic development. Findings indicate enhanced levels of critical thinking, self-efficacy, and motivation to contribute to change by developing a sustainability praxis as future school leaders and social workers. Outcomes and Lecturer Reflections Initial evaluations suggest that the implementation of green pedagogy has yielded significant shifts in terms of how students engaged with each other through African and Western lenses, especially since the sustainability dashboards are a stark contrast (South Africa being No. 110 and Sweden being No. 2 out of 166 countries). The creative pedagogical tools, like design thinking and arts-based inquiry, supported deeper cognitive and emotional investment in learning tasks. The digital artefact created as part of the project not only showcases student work but also reflects the multiplicity of approaches employed in reimagining the curriculum. It highlights how digital transformation can support inclusivity, accessibility, and innovation in higher education (Selwyn, 2012). Importantly, the transcontinental nature of the project facilitated rich comparative insights and mutual learning between institutions in the Global South and Global North. While South Africa grapples with youth unemployment, inequality, and postCOVID recovery, Sweden faces challenges related to integration and demographic shifts. Despite differing contexts, both countries share a commitment to 70 A Journey of Innovation
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