In addition to the many benefits that Collaborative Online International Learning (COIL) offers students, challenges may also arise throughout the process. Due to students’ diverse cultural backgrounds, perspectives, personalities, and values, the emergence of conflicts is inevitable. Addressing these conflicts through dialogue, argumentation, and negotiation is essential not only to achieving COIL project learning goals but also to enhancing students' social competencies. When students resolve the problems in a specific context, they become more flexible and culturally sensitive, and hence better prepared for collaborative work in their future professional practice. This research investigates the relationship between students’ learning styles and their success in intercultural collaboration. Using the Myers-Briggs Type Indicator, the study identifies students' personality types to determine their readiness to address conflicts and embrace cultural differences. Based on findings regarding the impact of learning style on students’ performance in intercultural projects, a conflict resolution strategy is proposed. It aims to aid educators identify conflicts in the early stage of the collaborative process and select the most suitable approach for effective intervention to improve teamwork outcomes.

Keywords: Cross-cultural collaboration, learning styles, personality types, teamwork skills, student engagement.