This paper explores how North-South collaboration in ecotheology courses addresses educational and ecological inequalities in theology. Based on the Akteol project (2022-2025)—a pedagogical innovation initiative funded by the Norwegian Directorate for Higher Education and Skills (HKDIR)—and a case at VID University (Norway) with partners in Madagascar, the study analyzes mixed-methods data from courses delivered through physical classroom teaching, hybrid models, and COIL (Collaborative Online Intercultural Learning). Findings show that such partnerships enhance intercultural competence, eco-hermeneutical depth, and sustainability-oriented praxis, while reducing carbon and financial costs of mobility. Challenges include unstable internet, language barriers, and differing pedagogical traditions. COIL emerges as a viable, low-cost complement to physical exchanges—provided it integrates clear leadership, adapted technology, and relational strategies to preserve theological dialogue. Combining classroom-based and online collaboration can democratize access to global theological discourse and equip students for faith-based leadership in addressing climate and social justice, aligning with EuARe's theme on religion and inequalities.