<p>Biomedical engineering (BME) is a globally expanding discipline that demands educational models capable of bridging engineering, medicine, and the life sciences. This paper presents insights from a transnational conversation among educators from five countries, exploring how BME curricula are shaped by both shared disciplinary foundations and region-specific needs. While technical competencies remain central, the discussion highlighted a broader set of core capabilities that define the distinctive character of BME: contextual understanding, systems thinking, communication, ethical and regulatory literacy, and problem definition. Design emerged as a bridge between pedagogy and practice, encouraging integration across domains and preparing students for real-world problem solving. Rather than prescribing a uniform model, this paper advocates for a diverse and inclusive approach to curriculum development that responds to local contexts while aligning with global standards. Our take-away messages are two-fold. We encourage an ongoing dialogue between global standards and local needs to support a multifaceted and adaptable vision that accommodates diverse contextual realities. We also advocate for programs to participate in global conversations and perspectives on the future of BME education and curriculum design. It is our hope that the insights gathered, and the knowledge jointly produced, might contribute to the advancement of practices in BME education.</p>