This paper explores the evolving role of higher education in promoting international cooperation and addressing global challenges through innovative pedagogical models. Focusing on two recent case studies conducted under the Erasmus+ framework at the Escola d'Art i Superior de Disseny (EASD) in Castelló, Spain, in collaboration with institutions in Portugal, Italy, and Poland, this study evaluates the transformative potential of collaborative, interdisciplinary, and international programs in reshaping educational practices and driving meaningful societal impact.

The "Lines of War" Blended Intensive Program (BIP) was the BIP developed in 2022–2023 with students and teachers from Spain, Portugal, and Poland in a multidisciplinary exploration of war’s philosophical, artistic, and historical dimensions. Grounded in theoretical frameworks such as Rorty and Haraway’s discussions on compassion and cruelty, Nancy’s reflections on otherness, and Derrida’s perspectives on forgiveness, the program tackled themes of conflict and transformation. Collaborative virtual sessions generated content inspired by these discussions, while EASD’s Master of Engraving and Silkscreen program produced graphic interpretations. The final phase, held in Castelló, assembled this material into an artist’s book, a tangible representation of cross-disciplinary inquiry. This initiative demonstrated how creative arts can mediate complex dialogues on war, fostering critical reflection and intercultural understanding.

In 2023–2024, EASD coordinated "The Unequal City" BIP with partners in Portugal and Italy, addressing urban inequality through Freire pedagogy. The program integrated theoretical and practical components to examine socio-spatial disparities. During the theoretical phase, students explored philosophical and critical urban concepts, including Heidegger’s reflections on space and Harvey’s critique of urban injustice. Using Miro, participants virtually analyzed socio-spatial inequalities, applying participatory and regenerative design methodologies. The in-person phase emphasized co-design and hands-on workshops led by professional designers, where students used visual methods—such as sketches and screen-printing—to transcend language barriers and foster cross-cultural dialogue. The program culminated in public presentations of sustainable, equitable design solutions, aligning with SDG 11 and emphasizing the potential of inclusive, participatory design to advance social inclusion and urban justice.

These BIPs exemplify the value of integrating theoretical rigor with practical, community-focused activities in higher education. By addressing global challenges like the cultural dimensions of war and urban inequality, these programs showcase how international academic collaborations can drive transformative learning. Through a blended format combining virtual and in-person phases, the initiatives enabled diverse cultural exchanges while equipping students with skills in co-design, critical thinking and global citizenship.

The outcomes underscore the potential of Erasmus+ programs to serve as platforms for innovation in higher education, supporting interdisciplinary dialogue and action. These experiences demonstrate how academic institutions can empower students to contribute to sustainable and inclusive solutions, preparing them to address complex societal challenges.

Keywords: Blended Intensive Programs, Erasmus+, participatory design, international cooperation, interdisciplinary education, social inclusion, artistic collaboration.