In response to the demands of a globalised workforce, higher education institutions must innovate curricula to develop global competence, interdisciplinary skills, and professional readiness. This paper presents a novel pedagogical approach implemented in a 12-week business undergraduate programme at City University Qatar Ulster University (CUQUU). The curriculum integrates transnational education (TNE), internationalisation, and experiential learning to equip students with essential skills, including critical thinking, problem-solving, project management, effective communication, and teamwork. Key features include interactive guest lectures from diverse industries, collaborative networking activities, cross-border international sessions, and high-tech in-class streaming, culminating in immersive real-world simulations and workshops. These elements empower students to address global challenges and excel in international careers. This curriculum demonstrates the potential of merging theory with practice to produce culturally aware, industry-ready graduates. Student feedback was collected using a structured survey with a mix of quantitative ratings (1-5 Likert scale) and qualitative responses. Key areas analysed include skill acquisition, session relevance, and practical applicability. The analysis reveals a strong alignment between the workshops and the programme's goals of skill enhancement and professional growth. The results showed students consistently highlighted skills such as time management, entrepreneurship, and project management as outcomes of the module. Collaborative tasks and lectures on leadership and innovation were frequently cited as impactful. However, areas such as technical delivery of online sessions and more engaging content in specific workshops need attention. This curriculum model provides a replicable framework for institutions aiming to enhance global competencies and professional confidence in their students.

Keywords: Experiential learning, Global competence, HEI, TNE, innovative pedagogy.