Grounded in Mezirow’s transformative learning theory and the social model of disability, the study analyzes how participation in the intercultural arts-based dialogue within virtual exchange triggered transformative shifts reshaping undergraduate students’ disciplinary understanding of disability and inclusivity. This chapter examines Collaborative Online International Learning virtual exchange (COIL VE) as a pedagogical catalyst for reconceptualizing disability and inclusive education. Through qualitative thematic analysis of naturally occurring learning artifacts, the chapter traces how intercultural encounters function as disorienting dilemmas that prompt critical reflection, perspective-taking, and attitudinal change. Findings demonstrate a marked shift from predominantly medicalized and deficit-oriented conceptions of disability toward socially constructed, spectrum-based, and empowering understandings. Students increasingly recognized society’s role in producing barriers, emphasized inclusion as collective and transformative action, and identified art and education as central agents of social change. Cross-cultural analysis further revealed how cultural dimensions shaped emphases in meaning-making, with Argentinian students foregrounding sensory experience and emotional connection, and US students highlighting autonomy, rights, and social contribution—patterns consistent with the established intercultural scholarship. By integrating disability studies, intercultural communication, and arts-based education, this chapter contributes empirical evidence to calls for examining VE’s impact on disciplinary learning beyond intercultural competence alone. The study argues that virtual exchange can meaningfully prepare future educators and communication specialists to adopt inclusive, socially responsive practices, positioning VE as a powerful tool for transforming mindsets, curricula, and professional identities in global higher education.