Middle Eastern student mobility has provided higher education in the region, educational opportunities to engage with the world. Travel courses (study abroad), student exchanges, virtual exchange, intercultural learning programs, Collaborative International Learning (COIL) , and virtual and guest speakers, both virtual and in-person, and institutional partnership have transformed curriculums and comparative interdisciplinary learning in the Middle East and North Africa (MENA). The structures for virtual inbound and outbound have benefited from the development of technology and social media to qualitatively increase the level oof global engagement. Applying a comparative analytical methodology, this article intends to examine Middle Eastern student mobility and global engagement and the impact on curriculums and programs for Bridgewater State University (BSU), US., Yarmouk University (YU), Jordan, Tafila Technical University (TTU), Jordan, and Sidi Mohamad Ben Abdula University, Morocco (MBAU). The theoretical framework mirrors the aspects of critical development communication theory and the neo-modernization approach to enhance educational and cultural experiences, which leads to improvement of curriculum, and internalization of academic programs.