Abstract

Curriculum internationalization is a critical driver of a university’s global visibility and its ability to compete in the international higher‑education landscape. Over the past ten years, the School of Art and Design at Guangdong University of Technology has systematically piloted and refined an innovative “International Faculty Joint Workshop” model to infuse its curriculum with intercultural and interdisciplinary dimensions. This case study employs a mixed‑methods approach—combining document analysis, participant observation, and stakeholder interviews—to (1) diagnose the limitations of traditional, lecture‑based art and design instruction; (2) map the workshop’s evolution through its pilot, consolidation, and digital‑hybrid phases; (3) detail the design and integration of internationally sourced content alongside local cultural elements; (4) explicate the student‑centered, project‑based pedagogical framework; and (5) evaluate programmatic management practices and learning outcomes. Findings indicate significant gains in students’ cross‑cultural competencies, creative problem‑solving skills, and employability, as well as marked improvements in the School’s subject rankings and accreditation profile. The study concludes with a set of evidence‑based recommendations for institutions seeking to design scalable, sustainable pathways for cultivating globally literate art and design professionals.