Collaborative Online International Learning (COIL) holds a lot of promise as an experiential tool to enhance student learning. As management educators explore pedagogies for sustainability education, research is needed that examines whether COIL can serve as an effective tool to enhance students’ significant learning in this context. This paper presents a study that utilized a mixed-method approach to evaluate the effectiveness of a COIL experience for educating business students on the role of business innovations for sustainability as described by the UN Sustainable Development Goals. As a collaboration of instructors from four different institutions across North America, Europe and Southeast Asia, this COIL incorporated Fink’s taxonomy of significant learning. Findings from our survey-based research suggest that COIL students obtained superior student learning outcomes over non-COIL students on three of the six dimensions- integration, caring, and learning how to learn. Our qualitative study shows that the experience improved the students´ learning along several of Fink´s dimensions of significant learning.
