International cooperation in education represents one of the fundamental pillars for human and social development in the 21st century. In an increasingly interconnected world, educational challenges transcend national borders, requiring collaborative and innovative responses that promote the exchange of knowledge, experiences, and best practices among different countries and cultures. The growing complexity of global issues—from climate change to social inequalities—demands an educational formation that prepares individuals to act in multicultural and interdisciplinary contexts. Faculty and student exchange programs have emerged as strategic tools for the internationalization of higher education, contributing to the development of knowledge networks and the cultivation of intercultural competencies essential for contemporary life. This text aims to discuss this topic through a bibliographic and documentary review. Shared international cooperation represents a unique opportunity to address educational challenges, especially when considering the specific needs of developing countries. In the Brazilian context, international educational cooperation has gained increasing relevance, with the country’s participation in various bilateral and multilateral programs aimed at strengthening the quality of higher education and promoting academic mobility. Formal and systematic educational cooperation is a relatively recent phenomenon that gained significant momentum after the two world wars of the 20th century. Faculty exchange programs represent one of the most established and impactful modalities of international educational cooperation. Student mobility has undergone significant transformations, especially following the COVID-19 pandemic. The development of intercultural competencies is one of the core objectives of student exchange programs. The COVID-19 pandemic was a turning point for educational exchange programs, forcing a fundamental reassessment of established models, practices, and assumptions. Financial sustainability remains one of the most persistent and complex challenges faced by international exchange programs. This study analyzed new educational challenges and emerging opportunities in faculty and student exchange programs within the context of contemporary international cooperation. The findings reveal that, although these programs have significantly evolved in recent decades, they now face unprecedented challenges that require fundamental adaptations in their models and practices. The first key finding refers to digital transformation as a driving force behind paradigm shifts in international educational cooperation. The COVID-19 pandemic accelerated processes already underway, demonstrating both the potential and the limitations of virtual exchange modalities. From a theoretical perspective, this study contributes to the advancement of knowledge in the field of international education by systematizing emerging trends and identifying gaps in current understanding. The integrated analysis of contemporary challenges offers a comprehensive perspective that can guide future research and theoretical development.

Keywords: International Cooperation Internationalization, .. teacher and student exchange.