Digital transformation in the research and higher education system has impacted all areas of teaching – especially when it comes to developing e-learning scenarios and the use of digital media. Digital components are being applied to in-person teaching formats on a case-by-case basis but are not yet systematically or extensively integrated into university curricula. A similar situation can be found in approaches to internationalisation. Internationalisation at home  and the internationalisation of curricula serve as models for developing an international dimension in teaching-learning programmes and thus enable (all) students – irrespective of their prospects of foreign mobility abroad  – to gain valuable intercultural experience.

The abrupt transition from offline to online teaching in response to the COVID-19 crisis has made digital teaching and learning an essential prerequisite for acquiring knowledge and competence. At the same time, internationalisation efforts – at least those impacting mobility figures – have all but come to a standstill. Nonetheless, the crisis has created conditions which have opened entirely new possibilities for re-envisioning international mobility and intercultural exchange by means of digital presentation. Blended learning with its various online and offline teaching elements becomes blended mobility when digitally aided instruction is augmented by collaborative components  in an international context. The result is entirely new teaching and learning arrangements which are student-focused and collaboration-based, unimpeded by geographic or time restrictions. Research orientation and project work are examples of didactic approaches which can provide structure to virtual exchange scenarios and cultivate a network between instructors and students.

• Objective 1: Virtual collaboration formats are integrated into the courses offered by the participating higher education institutions and their lecturers plan to integrate them in their curricula.
• Objective 2: The virtual cooperation formats enable students and lecturers to gain international experiences in order to further equal opportunity.
• Objective 3: Students and lecturers apply the (further) developed digital and intercultural skills.
• Objective 4: The coordinated IT services of the project participants enable the implementation of virtual collaboration formats.
• Objective 5: Participants of international, virtual collaboration formats build a network and form a Community of Practice.