Investing in intercultural interdisciplinary project-based learning (PBL) in higher education yields invaluable returns, far surpassing the initial financial outlay. We examine the results of a 4-year project on intercultural interdisciplinary project-based learning across four continents and reveal the transformative impact of such investments on student learning outcomes, staff development, institutional reputation, and societal advancement.

We received seed-funding for four annual projects to engage more than 150 students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (South America) to work together over one semester on interdisciplinary projects contributing to the solution of some real-life client’s problems in the partner countries. With the guidance and support by academics from all partner universities, the students successfully completed each project expressing deep appreciation for the learning opportunities overcoming challenges of working across widespread time zones, different cultures, changing requirements, and various technical difficulties.

While the primary aim was to provide students with a truly Global Intercultural Project Experience, we investigate on its impact in a broader sense. Over the more than four years of preparing and running these students’ projects, we observed that this program also had a significant impact on both academic and administrative staff at all partner universities. The international group of students and staff to be handled formed a challenge for administrative staff in the international offices and departments, but also offered opportunities for personal growth and professional development. At the same time, the cooperation of academics from different continents when guiding and finally grading the students, resulted in further and deeper cooperation, joint research and publications lasting much beyond the individual projects.

Furthermore, we will also discuss the impact of this 4-year programme on the participating higher education institutions themselves. Having students from around the world on the campus for two weeks and inviting local students to join in for some open sessions and social events offered a low-threshold international and intercultural experience for all, helped promote internationalization and exchange and finally led to an increased interest in student exchanges not only to the participating partner universities.

Despite the initial investment required to implement intercultural interdisciplinary PBL initiatives, the long-term returns are manifold. Beyond enhancing student learning outcomes, staff development and institutional reputation, these investments contribute to societal advancement by producing graduates equipped with the skills and mindset to address global challenges. By nurturing a generation of culturally competent, interdisciplinary thinkers, higher education institutions play a pivotal role in shaping a more inclusive, innovative, and interconnected world.

In conclusion, investing in intercultural interdisciplinary PBL in higher education is undeniably worth every penny. The invaluable returns extend far beyond financial metrics, encompassing enhanced student learning experiences, institutional reputation, and societal impact. As higher education institutions navigate an increasingly complex and interconnected landscape, prioritizing such investments is imperative to prepare students for success in the 21st century and beyond.

Keywords: Project-based Learning, Collaborative Online International Learning, Intercultural Collaboration, Interdisciplinary Students Project.