From classrooms to communities: How Global UGRAD alumni become ambassadors for American innovation

February 19, 2026

By Abby Henson

America has long been the global leader in innovation—a distinction driven by our deep entrepreneurial culture, problem-solving mindset, and willingness to pursue bold strategies and ideas. Our universities, organizations, and industries work together to turn ideas into breakthroughs that shape technology, business practices, and ways of learning worldwide.

To spread American innovation and best practices globally, the United States often turns to strategic public diplomacy initiatives. Programs like the U.S. Department of State’s Global Undergraduate Exchange Program (Global UGRAD) cement America’s leadership in entrepreneurship, business, and technology by immersing the world’s emerging leaders in the methodologies and mindsets that drive U.S. innovation. The program, implemented by World Learning, brings students from around the world to U.S. colleges and universities for one semester of academic study, combined with community service and professional development.

“The Global UGRAD Program was my ‘innovation laboratory.’ It didn’t just teach me marketing; it taught me a growth mindset. In the U.S. ecosystem, I observed that innovation isn’t just about high-tech tools. It’s about a mindset that views challenges as iterations.”

Global UGRAD participants gain 21st-century skills that often inspire STEM careers, expand professional networks, and strengthen ties to the United States. This, in turn, promotes U.S. foreign policy efforts by establishing strategic international partnerships and fostering economic resiliency and stability worldwide. Luciano Santiviago’s story illustrates this impact.

A 2022 Global UGRAD alumni who studied at Kansas State University, Santiviago is the co-founder and creative director at Kuara Magic, a Paraguayan venture that creates immersive experiences using light and technology. His work includes projection mapping—sometimes on the sides of buildings—firework shows, set designs, and interactive games with screens and motion sensing to visually tell his clients’ stories.

“People used to tell me that what I wanted to do wouldn’t work here because nobody had ever done it in our country,” Santiviago says, adding that his team builds technological displays so precise, they feel indistinguishable from magic. “I always replied, ‘That’s exactly the reason why I have to do it.’” He says that the Global UGRAD Program gave him both hard and soft skills to help achieve his goals.

“I took courses in manufacturing engineering, which helped me design professional solutions quickly for a wide range of problems. I also studied entrepreneurship, which strengthened my skills in leadership, team management, budgeting, and event organization.

“What I valued most about my experience in the United States was that education wasn’t only about technical knowledge. It strongly emphasized soft skills as well. It inspired me to think ‘everything is possible’ and helped me understand how to follow my dreams realistically. That is something I wouldn’t have received in the same way at a university in my country,” he says, adding that the American entrepreneur Walt Disney’s storytelling philosophy is at the root of all his project designs.

Thousands of tourists travel to experience Kuara Magic’s high-tech events, boosting local economies by filling hotels and restaurants. The company is also a growing source of jobs.

“Since this industry didn’t exist locally, we train everyone from scratch, contributing to their professional development,” Santiviago says. By improving local economic resiliency through job training and growth, he increases opportunities for others to thrive within their own community.

Iryna Hryhoryevaalso says her work in digital marketing contributes to economic stability in her home country of Belarus. She is a marketing and content strategist who specializes in strategic digital storytelling that is “similar to the ‘attention economy’ models used by major global brands” to create educational, immersive experiences.

“I frequently collaborate with international teams where we apply U.S.-developed frameworks for digital strategy and project management.”

“By teaching small businesses and organizations how to tell their stories effectively, I help them achieve economic growth and reach international audiences,” Hryhoryevasays, who participated in the Global UGRAD Program in 2023 at Utah Tech University.

Hryhoryevasays her professional approach is deeply rooted in American marketing standards and methodologies, which she actively shares with her networks.

“I frequently collaborate with international teams where we apply U.S.-developed frameworks for digital strategy and project management. And as a Global UGRAD alumna, I remain active in the U.S. exchange network, co-facilitating workshops and sharing best practices on digital storytelling with other international leaders.

“The Global UGRAD Program was my ‘innovation laboratory.’ It didn’t just teach me marketing; it taught me a growth mindset. In the U.S. ecosystem, I observed that innovation isn’t just about high-tech tools. It’s about a mindset that views challenges as iterations,” she says.

Nickolcho Goshev, a 2017 Global UGRAD alumni who studied at Montclair State University, would agree. For him, the program exposed him to the enterprising spirit of Americans, where “initiative is expected, not exceptional.”

He says that in many classes, students were evaluated through projects rather than exams and were required to apply, test, analyze, and improve ideas. The belief in the importance of “learning through doing” has stayed with him in his career as a director of SmartUp, a social innovation lab in North Macedonia. He helps public institutions improve their operations by designing new workshops and processes, developing digital tools, and testing solutions in real-world settings.

“I use design thinking and co-creation not as theory, but as a practical way to ask better questions, test ideas quickly, and learn from mistakes,” he says.

Goshev has collaborated with the U.S. Embassy in Skopje on SafeCyberEdu, a project aimed at creating a safe digital environment in schools.

“We started by developing a digital cybersecurity course for teachers. As more educators asked for additional support, this grew into EduLab, a learning platform for teachers and public-sector employees. Today, EduLab hosts six digital courses and more than 100 educational activities and guidebooks. And it continues to grow based on real needs from the field,” Goshev says.

Elian Gonzalez Lara is a high school chemistry teacher in Panama who also highly values using digital platforms and innovative technologies to enhance learning environments.

“Today’s advances in technology motivate me to create classes that incorporate technology and simulations, providing students with perspectives that help them understand abstract concepts,” he says.

During his Global UGRAD semester in 2022 at Keuka College, a professor introduced him to the online platform PhET developed by the University of Colorado. PhET provides more than 20 interactive simulations for teaching STEM topics, including physics, chemistry, biology, and math, and is a tool Gonzalez regularly uses in his classroom.

Gonzalez says his time in the United States through the Global UGRAD Program impressed upon him the importance of being a lifelong learner.

Gonzalez joined the American Association of Chemistry Teachers and uses its simulators, experiments, texts, and laboratory activities to strengthen his teaching and make his classes more engaging. He believes this has inspired many of his students to pursue careers in STEM.

“Whenever I think about the American education system, I think about the vast opportunities available for personal and professional development. The access to resources such as libraries, high-speed internet, teaching materials, laboratories, and passionate educators left a strong impression on me. These resources played a key role in my academic preparation and now influence the quality of education I provide to my students in Panama,” he says.

Gonzalez added that America’s growth mindset to always keep learning—often by doing—was always paired with a collaborative spirit.

“Working in teams to verify concepts and collaborate helped me understand that cooperation is the most effective way to achieve meaningful change,” he says when asked what American cultural perspectives he gained while studying in the United States.

Santiviago agrees and adds that this American value of collaborative problem-solving can be seen not only in the classroom but also in the community.

“I was exposed to collaborative practices and problem-solving methodologies in a very hands-on way through my volunteer work with the Catholic Church, a thrift store, and a food donation center. Each organization worked differently, yet all were effective in their own way. That idea strongly influences how I work today. My team constantly experiments, listens to our collaborators, and adapts our processes to improve after every project.”