This paper suggests a model to integrate three essential thrusts in international education: (1) central concern with the future global society; (2) institutional cooperation across national/cultural boundaries; and (3) integrated planning on campuses, in individual schools, state or provincial systems, or national educational leadership agencies. It is suggested that the future global social system be the central core from which to evolve a definition and conceptualization of the field of international education and cooperation in education. The model assumes conceptions of preferred global futures as a necessary first element in avoiding vacuous and overly general educational purposes. Implementation of the model may result from initiative in any one of several places--individual national agencies, universities or colleges, school systems, international agencies such as UNESCO, the United Nations University, the Southeast Asia Ministers of Education Organization, foundations, and national or international funding agencies. (MM)