Often, local and global efforts in international education are seen as separate, as if they exist at opposite ends of a spectrum. However, we believe these efforts should be integrated, merging the local with the global, theory with practice, and pedagogical models with real-world applications.

This article explores the potential of transnational partnerships in higher education to increase access and equity in international education, especially in the context of the COVID-19 pandemic. It emphasizes the transformative opportunities these partnerships create for both students and institutions, including deeper academic and cultural exchanges, particularly for students who traditionally lack access to study abroad programs.

This article discusses Agnes Scott College’s creative approach to maintaining global learning opportunities during the COVID-19 pandemic, specifically through a virtual global cultural immersion program.

This article highlights the Trans-Atlantic Virtual Exchange and Collaboration (TAVEC) project, a partnership between Hochschule Fresenius in Germany and Adelphi University in the United States that emerged during the COVID-19 pandemic. The collaboration aimed to offer students opportunities for intercultural exchange while physical mobility was restricted. Business school students from both institutions worked together to research and compare the cultural, historical, and legal aspects of diversity in their countries.

This paper discusses the role of Collaborative Online International Learning (COIL) projects in fostering Global Citizenship Education by connecting students across borders to address global issues like online gender violence. The collaboration between Florida International University (USA) and Fatec São Paulo (Brazil) enabled students to explore gender-based violence in online spaces.

The COVID-19 pandemic shifted global education from mobility to local community engagement, emphasizing diversity and interdependence. At Elon University, programs like Multifaith Scholars, Periclean Scholars, and the Interactive Media graduate course adapted by focusing on local partnerships while maintaining global learning goals.

As global educators, we must refocus on the ‘why’ of international education, especially after the COVID-19 pandemic. By fostering local-global connections and supporting marginalized communities, we can offer meaningful learning experiences that promote equity.

In this article, we will connect effective AIDE practices, with an emphasis on equity, in virtual exchange to efforts we have seen implemented in Stevens Initiative programming, pointing towards specific virtual exchange programs or Initiative-led efforts that model these effective practices.

The United Nations 2030 Agenda for Sustainable Development highlights 17 SDGs aimed at addressing global challenges like poverty, climate change, and inequality. These goals provide a framework for bridging global and local learning in education.

The COVID-19 pause offers a chance to refocus education abroad on language and culture programs. Online learning enhances language acquisition, while connecting study abroad to local communities deepens cultural understanding. Focusing on language skills for careers boosts employability, and intercultural knowledge prepares students for a global workforce. This shift can make study abroad more impactful and relevant.