Higher education today faces the challenge of preparing global citizens capable of acting in a world marked by complexity and cultural diversity. In this context, the Blended Intensive Programmes (BIPs) promoted by Erasmus+ have emerged as innovative pedagogical initiatives that combine short-term international mobility with collaborative and intercultural learning. This study evaluated the impact of two editions of BIPs, based on participants’ perceptions gathered through a quantitative and qualitative questionnaire. The focus was on the formative value of the experience, the main challenges faced, and the elements that made it particularly memorable. The results show that these experiences were remarkably significant, contributing to the development of transversal skills such as critical thinking, intercultural empathy, adaptability and global awareness. These learnings are specifically relevant in the context of design education, where pedagogical approaches centered on situated learning, solving real problems and international collaboration play a fundamental role. In a context marked by ethical, social and creative demands, BIPs offer privileged spaces for pedagogical experimentation. They not only enrich students’ academic careers but also serve as transformative strategies that respond to the current challenges of design education. In this sense, the paper proposes BIPs as an innovative pedagogical model for teaching Design, combining international mobility, collaborative work and critical thinking, developing cross-cutting skills in an active learning context.