This paper is based on the collaborative development of the Global Classroom for Democracy Innovation (GCDI), and its month-long virtual pilot workshop, the 'Climate Change Design Jam’. The GCDI is an integrated learning partnership between threeinternational universities located in Canada, South Africa, and Sweden, and civil societypartners the Vancouver Design Nerds (VDN). Each partner brought unique skills to the GCDI, as new processes and methods for virtual, global student engagement anddialogue were co-designed. The GCDI hosted the Climate Change Design Jam over fourconsecutive weeks in March 2022. By employing a design thinking methodology, itfacilitated online student project development around the interconnected and broadtopics of climate change and democracy. Students and student facilitators were guidedthrough the process of design thinking to develop grounded projects that addressclimate change issues locally and internationally. This paper argues that fundamentalprinciples of fostering genuine connections (both 'online' and 'offline') betweenstudents can act as a useful foundation from which project development can be based.Further, this paper illustrates that when faced with 'wicked problems’ such as climatechange and challenges to democracy worldwide design thinking methods andcollaborative approaches can act as a catalyst for action (Manzini, 2015). Exploringpolitical theory, democracy, and civic agency through dialogue and co-design providesstudents with innovative approaches to research, critical thinking, and activism. Thispilot series provides insight into student engagement across international contexts, andthus the development of cross-cultural and collective intelligence which can beformative for similar projects in the future (Behari-Leak, 2020).