International community-engaged learning (ICEL) as an experiential education process combining societal engagement, a global challenge, and collaboration¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

ICEL is defined in the article as "an experiential education process involv - ing collaborative efforts among students, teachers, and societal partners to tackle global challenges." The framework treats wicked problems as crossing national and disciplinary boundaries and requiring collaboration beyond academia with local actors. The article identifies three essential elements it incorporated: societal engagement, a global challenge, and collaboration, and visualizes how approaches such as CBL, CEL, COIL, and cross-university collaboration relate within course design.

Design Implications¶

Context¶

Requirements¶

• Collaboration outside the academic world with those experiencing and working to tackle the issues on a local level, requiring tailored solutions

Constraints¶

• In the first editions of the course the components were integrated independently of each other

Target Learners¶

• higher education students across disciplines

Target Learning Objectives¶

• transformative competencies for tackling wicked global planetary health challenges

Claims¶

• Developing and delivering an integrated CBL/CEL/COIL planetary health course yielded three key lessons on flexibility, structural reform, and equitable partnerships [+W]

Related Theories¶

• Challenge-Based Learning is a framework for learning while solving real-world challenges through three phases: Engage, Investigate, and Act

Examples¶

• Combining challenge-based learning, community-engaged learning, COIL, and cross-university collaboration in one course design
• Prepare students with the skills and competencies to effectively and ethically complete societal-engagement investigations before meeting the challenge agent
• Incorporate structured reflective exercises on equality, reciprocity, positionality and bias into any (I)CEL exercise for staff and students

Key Sources¶

• Addison, J., Mangnus, E., Cunanan, D. J., Downward, G. S., de Jong, L., van de Kamp, J., Llamas, C. A., Guinto, R. R., & Browne, J. L. (2025). Advancing Societally Engaged and International Planetary Health Education: Innovations, Lessons, and Recommendations for Educators. Journal of Higher Education Outreach and Engagement, 29(2). https://openjournals.uga.edu/jheoe