Bilingual digital learning in teacher education: Bridge or barrier in the enhancement of shared society?

This article examines the design and impact of a partly bilingual massive open online course (MOOC) aimed at promoting intercultural understanding and a shared society between Arab and Jewish student teachers in Israel. The course ran in parallel Arabic and Hebrew tracks, combining in-group language instruction with moderated exposure to the other group's language and culture, thereby addressing linguistic asymmetry and sociopolitical tensions. Findings indicate that the bilingual format fostered critical reflection on social inequalities, reduced prejudices through professional role modeling, and motivated participants to pursue future intercultural educational initiatives. The study suggests that carefully designed bilingual online learning environments can support intercultural competencies and contribute to social justice and shared citizenship in conflict-affected societies.