A Learning Design Framework for International Blended and Virtual Activities in Higher Education

first_pagesettingsOrder Article Reprints Open AccessArticle A Learning Design Framework for International Blended and Virtual Activities in Higher Education by Ania Maria Hildebrandt 1,Alice Barana 2ORCID,Vasiliki Eirini Chatzea 3ORCID,Kelly Henao 4ORCID,Marina Marchisio Conte 2,Daniel Samoilovich 4,Nikolas Vidakis 3ORCID andGeorgios Triantafyllidis 1,*ORCID 1 Department of Architecture, Design and Media Technology, Aalborg University, A. C. Meyers Vænge, 152450 Copenhagen, Denmark 2 Department of Molecular Biotechnology and Health Sciences, University of Turin, Piazza Nizza 44, 10153 Torino, Italy 3 Department of Electrical & Computer Engineering, Hellenic Mediterranean University, Estavromenos, 71410 Heraklion, Greece 4 Columbus Association, 1 Rue Moillis, 75015 Paris, France * Author to whom correspondence should be addressed. Trends High. Educ. 2025, 4(3), 40; https://doi.org/10.3390/higheredu4030040 Submission received: 5 April 2025 / Revised: 24 June 2025 / Accepted: 7 July 2025 / Published: 29 July 2025 Downloadkeyboard_arrow_down Browse Figures Versions Notes Abstract Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies.