Several pedagogical assets of the blended‐learning courses conducted within the ADRIART.net partnership originate from their novel site‐specific approach and intercultural value. Conducted outside school environments across Austria, Croatia, Italy and Slovenia in 2011–2014, over a dozen of these intensive Master's programme workshops mixed students and mentors from different cultural and professional backgrounds, intersecting the realms of film, new media, photography, performance, architecture and contemporary art. These short‐term academic mobility courses concluded with public exhibitions, screenings or performances, often at eminent cultural venues or in public spaces pertaining to the site‐specific character of each course. This article discusses key issues that proved beneficial for conceiving and implementing this fruitful academic collaboration format. Several curricular and organisational solutions are presented that increased the positive impact on students as well as other stakeholders in this project‐based pedagogical piloting of the Media Arts and Practices international Master's programme. Set against its curriculum‐development framework, the article examines new methodological solutions, joint mentoring models and group dynamics management, as well as some specific logistical issues. Next to developing relevant employment skills and attitudes, such production‐oriented, but process‐aware course designs offer timely academic provisions as a response to a ‘glocalised’ world. More importantly, these course designs can also foster students' engagement with the actual (social, economic, natural, political) environment and the development of life‐long learning habits.