Universities play a critical role in advancing the implementation of Sustainable Development Goals (SDGs) by serving as hubs for knowledge creation, dissemination, and application. To effectively integrate SDGs into university curricula, increased cooperation and networking among academic institutions are vital. Despite the recognized benefits of global cooperation for SDG implementation, there is a notable lack of documented initiatives, primarily due to the inherent challenges of fostering cooperation among diverse institutions. These challenges include different beliefs (religious or otherwise) and cultural complexities, as well as practical barriers such as travel costs, language barriers, and limited resource access to resources. Additionally, disparities in regulatory and legal frameworks and unequal levels of institutional cooperation further impede comprehensive global knowledge exchange. Traditional curricula often emphasize knowledge dissemination over development of broader skill sets, including cultural proficiency and interpersonal abilities, which are essential for advancing SDGs in today’s global context. Therefore, international cooperation is key when developing curricula that meets global standards. International Virtual Courses (IVCs) offer a promising solution to these challenges, provided they incorporate equitable cooperation and include cultural and soft skills in the curriculum. This chapter explores the experiences of an IVC titled “Tackling Climate Change through Global Learning,” conducted over five years and involving universities from Brazil, India, Kenya, and Switzerland. We provide a concise history of our IVC, outlining its rationale, principles, and format, and offer a detailed analysis of the lessons learned. Leveraging these lessons can make this chapter a valuable reference for supporting a more effective implementation of future IVC initiatives.