Virtual Exchange VE, commonly known as Collaborative Online International Learning (COIL), is a global learning initiative supported by the Division of Academic Affairs and the Center for Teaching and Learning. This teaching method facilitates students' global awareness and cross-cultural communication through interactive online practices. This paper suggests strategies to integrate linguistic and cultural knowledge in higher education classrooms through Virtual Exchange pedagogy. The paper highlights include explaining several VE projects and their learning objectives. The projects are mainly designed to build solid employability skills, as suggested by the National Association of Colleges and Employers NACE and Global Competencies as well. In addition, the research offers valuable insight to educators working on second language acquisition, social justice, or cultural anthropology, focusing on the Arabic language and culture to teach through VE pedagogy. At CUNY, some VE projects are delivered through ​Global Scholars Achieving Career Success (GSACS), supported by the Stevens Initiative, sponsored by the U.S. Department of State, with funding provided by the U.S. Government administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates. GSACS is a collaborative multi-campus program that foregrounds U.N. Sustainable Development Goals (U.N. SDGs) and career readiness competencies in class-to-class virtual exchanges between students from five colleges at the City University of New York (CUNY) and four universities in the Middle East and North Africa (MENA). Faculty facilitators from CUNY and MENA institutions work in bi-national teams to develop and implement discipline-specific or interdisciplinary virtual exchange modules for their students in credit-bearing courses. GSACS modules enable students to investigate the world through the lens of a U.N. Sustainable Development Goal (SDG) while engaging in collaborative, experiential learning assignments. This paper discusses practical applications of VE interdisciplinary projects conducted collaboratively with the American University, The Suez University, and a domestic project that was done in collaboration with The University of Oklahoma. The paper includes some suggestions to design effective VE module plans to enrich students' knowledge ahoy the Arabic language and culture, compare and contrast some controversial issues in the U.S. and the Middle East, and enhance students' ability to have a better understanding of the concept of othering and appreciate and accept people who are different in race, language, and religion.