Abstract
This paper reviews the significance and the development of Intercultural Collaborative Learning (ICL), an educational practice that incorporates learners' cultural and linguistic diversity as a learning resource, then goes on to discuss its future prospects. ICL has been developed in a variety of forms at universities within Japan and abroad, and is significant in enabling the acquisition of generic skills, offering preparatory learning for global citizenship, reinforcing the learning effects of studying abroad, and providing opportunities for the formation of learners’ communities of practice. While responses to COVID-19 have forced major changes in the design of ICL, new ICL practices that incorporate digital technology have also offered greater potential. Further contributions to the quality assurance of university education and a new educational design that combines online and face-to-face environments, as well as study abroad and on-campus learning, are necessary perspectives for post-COVID ICL. Both perspectives require sophisticated leadership for comprehensive internationalization in university education reform.
