Educational videos can support the teaching of biology subject-matter that require expensive laboratory equipment and intricate methods, particularly in low-income or conflict-affected countries. Mobility programs at top global universities can enable students from these regions to master lab techniques while recording videos to share their experiences at home universities. That requires both deep subject-matter knowledge and proficiency in knowledge transfer. The approach is supported by a case study involving 10 Ukrainian students who had an internship at the biological laboratories of Ruhr-University, Bochum. Research data were collected via a reflective questionnaire and academic records, plus supervisors’ semi-formal assessments and expert evaluation of student-made videos. The findings indicate that it is feasible to create videos of lab sessions without professional equipment or additional time, and that the quality of student-produced videos is satisfactory for educational purposes. The students viewed the making of videos as helpful for memorizing and understanding lab procedures, but not as closely connected to their future profession. Improvements were observed in communication skills, intrinsic goal orientation, and self-efficacy, with a moderate effect on task value and expectancy components. However, due to the limited number of participants and the criteria for their selection, statistical evidence of improved academic performance was lacking.