Introduction: Blended Intensive Programs (BIP) merge short-term mobility with online collaboration in higher education. These programmes enable students from Higher Education Institutions (HEIs) to engage in interdisciplinary learning. This study investigates the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in personal productivity, education, research, and clinical practice. The programme aimed to offer students opportunities to experience how AI can enhance workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice.

Methodology: A consortium of nine institutions across seven countries organised a BIP from 27 January to 21 February 2025. The programme involved 15 teachers and 30 students, including two online sessions and one in-person week. The course covered the concepts, history, and trends of Artificial Intelligence (AI) and its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire featuring a Likert scale and open-ended questions.

Results: Out of 30 participants, 28 responded to the survey. Most reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial for developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion received positive feedback. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally rated well, and teacher support was viewed positively during lectures, workshops, and student presentations. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents strongly agreed that they would recommend the programme to other students, with 3 agreeing.

Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure received generally positive feedback, combining online sessions with in-person activities. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional settings. The findings indicate the potential benefits of integrating BIPs into healthcare education to facilitate collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be taken into account when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional trajectories and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.

Keywords: Blended Intensive Programs, Artificial Intelligence, Internationalisation.