Leveraging Self-Determination Theory in the design of an online training module for virtual and blended international collaboration in higher education

Virtual and blended modalities of international collaboration—such as Collaborative Online International Learning and Blended Intensive Programmes—represent inclusive and sustainable alternatives to traditional mobility initiatives. To strengthen the capacity of higher education institutions to adopt these approaches, effective professional development for both teachers and administrative staff is essential. This paper presents an online training module designed to equip higher education personnel with the necessary skills to implement virtual and blended international collaboration activities. The module is designed according to the principles of the Self-Determination Theory and the INVITE Learning Design Framework. The paper explores whether the design of the module is effective in creating a valuable learning experience, if there are differences between the teachers’ and staff's perception of effectiveness and appreciation of the training modalities, and what the strengths and areas for improvement are. Results were derived from 150 responses to the final survey questions filled by participants who completed the online training module (108 teachers and 42 staff members), analysed qualitatively and quantitatively. Findings show that the autonomy, structure, and involvement support were perceived as effective in achieving the desired learning outcomes, and the results did not depend on the participants’ role in their institution. The results offer valuable insights into the design of training modules for higher education teachers and institutional staff to develop international collaboration modalities.