This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.

Despite efforts to expand access, systemic exclusion and the legacy of institutional racism in higher education continue to hinder Black participation in global education, perpetuating inequities in career and intellectual opportunities. Higher education must address these disparities and prioritize creating pathways for Black students to engage in global learning, thus equipping them with the skills needed for success in a globalized world.

Employers increasingly value career readiness competencies such as communication, critical thinking, and equity, yet underserved students often face barriers to gaining these skills through traditional international experiences. By linking international virtual exchange and other accessible global learning opportunities to the development of “T-shaped” professionals, higher education can foster equitable skill-building and diversify pathways to career success.

Global educators must prepare students to navigate cultural ambiguity with DEI-informed global competence skills, equipping them to manage discomfort, build inclusive coalitions, and adapt to rapidly changing societies. By embracing complexity and fostering critical reflection, global education can inspire students to act collaboratively and ethically in addressing urgent global challenges.

Black students and professionals remain underrepresented in global education, limiting access to career-enhancing experiences and inclusive learning environments. This article highlights two equity-driven case studies and offers reflections from Black PhD students to advocate for systemic change in international education leadership, practice, and access.

Grounded in a whole systems approach and sense of belonging literature, the article offers a promising practice for engaging Black students in global education at home and abroad and supporting global education leaders who support those students.

The UNC-Chapel Hill Center for European Studies (CES) actively supports historically marginalized students pursuing global careers by amplifying alumni voices and fostering inclusive mentorship. Through initiatives like the Europe: Consider It All! conference, CES provides candid, identity-conscious narratives and builds lasting connections between students and diverse alumni.

This article explores the use of virtual exchange (VE) in science, technology, engineering, and mathematics (STEM) courses to develop more humanity-driven pre-professional undergraduate students. It emphasizes the importance of incorporating arts and humanities-based aspects into STEM education to enhance students’ interpersonal skills and global perspectives.

Cultural intelligence (CQ) enhances career readiness through the Equity and Inclusion Masterclass Reflection Journal, a tool designed to foster self-awareness and reflective practice. By integrating CQ competencies with NACE’s core career readiness framework, the journal equips students and professionals to navigate diverse workplaces with intentionality and inclusion.

This article explores the integration of cultural agility into a liberal arts curriculum as a response to growing demands for career readiness in diverse, evolving professional environments. It examines how experiential programs like Agnes Scott College’s Global Journeys and SCALE cultivate agility through interdisciplinary, DEI-informed learning experiences.