Currently, teachers' involvement in space design is limited, and there is a lack of theoretical and pedagogical knowledge concerning suitable activities for these spaces. Furthermore, architects and architecture students possess limited pedagogical understanding of educational contexts. These gaps in knowledge make fruitful dialogue and outcomes challenging when planning learning spaces. In a master's degree academic course, we initiated a unique collaboration between Israeli and Polish students, focusing on the design of learning environments that meet educational needs. The course employed project-based learning (PBL) to foster prolonged active and inquisitive learning. The Miro platform and hybrid learning approaches were utilized as part of the learning design. In this presentation, we share insights from two perspectives, namely, the architectural and educational, regarding the considerations involved in developing this distinctive course. We also provide an overview of the students' outcomes. Additionally, we present preliminary research findings on how participation in an international and interdisciplinary multi-modal hybrid course has contributed to the students and explore the characteristics of the learning design that supported it.