Education systems face pressures from globalization. We are becoming more interconnected and interdependent at individual and group levels. Increasing global and intercultural competence helps education systems and academic institutions maintain relevancy and helps students and staff adapt to employers’ expectations. This creates many challenges. How can we design programs to develop these competencies? This question led us to develop the Intercultural Global Hybrid Model (IGHM), which adapts the global hybrid concept to focus on intercultural and global competence.

The IGHM has the following features:
1) Hybrid—remote and in-person experiential learning.
2) Goals—collaborations, intercultural competence, personal and professional development, and include at least one new global location.
3) Participants—disparate populations and leaders form a group with new dynamics and opportunities.
4) Structure—Defined steps from idea to implementation.

The IGHM is flexible and adaptable with unlimited potential. Applications of the IGHM generate measurable outcomes, which are essential for funding and sustainability. This empirically grounded model is based on the presenters’ eight years of program design and lifelong travel experience. This poster delineates how to construct a program by applying the IGHM. It includes an example, its precursors, and future plans.

Keywords: Intercultural Global Hybrid Model, global competence, education, intercultural competence.