Through the Global Scholars Leadership (GSL) program, an international collaboration was carried out between Tecnológico de Monterrey and Universidad San Francisco de Quito using COIL (Collaborative Online International Learning) methodology. This work aims to highlight the experience of the students, the benefits of the COIL and the importance of linking the projects to a Sustainable Development Goal (SDG). During the January-June 2024 semester, a group of Tecnológico de Monterrey students participated in a collaborative project with their peers from Universidad San Francisco de Quito. Using digital platforms, the students worked together on a project applying Problem-Based Learning (PBL) techniques that addressed Sustainable Development Goal (SDG) 7: "Ensure access to affordable, safe, sustainable, and modern energy for all."

The COIL was implemented to foster intercultural collaboration and global learning. This approach allowed students to develop key competencies in intercultural communication, teamwork, and problem-solving in a global context. The activities included an icebreaker session where students from both institutions introduced themselves and discussed their academic and personal areas of interest. Then, they formed teams and worked on the PBL through videoconferencing sessions, discussion forums, and online collaborative work. The project concluded with a closing session where students presented their solutions, followed by a reflection stage.

The problem that the students had to solve involved demonstrating, through mathematical models, how the use of sustainable devices can help save energy consumption and what the impact of their use would be in their respective countries. Using the PBL technique, students had the freedom to choose the devices they analyzed, from modifying common light bulbs to LEDs to using sustainable artificial climates. One advantage of this technique is that there is no single solution to the problem. This international collaboration not only enabled the exchange of expertise, but also promoted a deeper understanding of global challenges and solutions in the field of sustainable energy.

To understand the students' perceptions an output survey was conducted. Analysis of the students' open-ended responses revealed common themes, like cultural exchange and learning, networking and relationships, teamwork and collaboration, and the exchange of knowledge and perspectives. Additionally, students expressed feelings and expectations for personal and professional enrichment and emphasized the importance of communication and mutual support. To determine if the students believed they had improved their skills in communication, collaboration, negotiation, decision-making, cultural background, and academic development, a Likert scale was used, for all skills and both universities, most students felt they had improved in all areas.

In conclusion, the experience using the COIL methodology within the GSL program proved to be highly beneficial for the students. They not only developed skills crucial to their future careers by proposing solutions to a problem using PBL but also became deeply involved with SDG 7, understanding the relevance of their role in promoting global sustainable development. This collaboration enriched their academic backgrounds and strengthened the ties between the participating universities, creating a network of collaboration that can continue.

Keywords: International Collaboration, PBL, higher education.