Educational systems worldwide are in the process of overcoming the barriers to online education, as the urgency was further stressed by the COVID-19 pandemic. However, when life gives you lemons, make lemonade. One way is by breaking down the classroom walls and creating cross-cultural collaborations between students from different countries. With the advances in technology, this kind of collaboration is more reachable than ever and can become an integral part of science education. Facing today’s educational challenges and adapting to the ever-changing environment require a transition to technology-enhanced learning. At times of uncertainty, a technology-based model that can be utilized in different forms of teaching and learning, face-to-face or online, gets further justification. Hence, our study suggests moving from the traditional IBL to technology-enhanced IBL model that incorporates cross-cultural experiences. This innovative learning environment may build on students’ interest in the other and teachers’ willingness to enhance their teaching with cross-cultural learning experiences. This study provides insights into how to use digital tools to support IBL from a sociocultural pedagogical lens. By designing and implementing learning resources in three languages, the findings may inform teachers and instructional designers how to better facilitate the learning experience and enhance learners’ motivation. The study promotes the generation of an instructional model that exposes young students to diverse voices that span cultures, genders, ethnicities, and other identities. Taking part in cross-cultural learning communities starting at an early age can move us as a society toward the goal of global scientific literacy for shaping our future.