Abstract
This study explores whether and how the co-creation of an international university course on workplace violence served as a site of transformative learning for us as nursing educators across Sweden, Ethiopia, and Tanzania. Using collaborative autoethnography, our team of six faculty members critically reflected on pedagogical assumptions, educator identities, and experiences of cross-cultural collaboration. The data comprised written reflections, meeting transcripts, and observational notes. Through this process, our pedagogical approaches and professional identities were reshaped, shifting from content deliverers to reflective co-learners within the cross-cultural partnership. Our analysis highlights the interplay of cultural negotiation, logistical frictions, and unspoken yet influential power dynamics that shaped the collaboration. These pedagogical transformations extended beyond the course itself, contributing to curricular innovations at our home institutions. By offering thick, reflexive descriptions of educator learning, the study proposes a nuanced model for equitable knowledge co-production, showing that the relational and institutional work of partnership is as critical as the pedagogical content itself.