Purpose: Acting in an increasingly complex and dynamic global world requires students to analyze and discuss professionally many of the international challenges that the world is facing due to globalization. The purpose of this paper is to describe and evaluate the implementation of information and learning technologies (ILTs) in the practical case of the web-based negotiation game "Surfing Global Change (SGC)," which fosters holistic thinking and consensus building. The paper analyzes the technological and social processes during the game and provides a brief overview of its content, in this case the migration and refugee crisis in Austria in 2015. Design/methodology/approach: Review and evaluation of the social and technological processes connected to SGC by one participating student, in this case the author of this paper, to enhance students' points of view on ILTs. Findings: The implementation of ILTs in university learning environments enhances student motivation and optimizes learning experiences. By slipping into different roles, taking perspectives and finding a consensus, SGC fosters holistic thinking, sensitivity, negotiation and problem-solving skills, which are essential in a variety of multi-cultural settings. Research limitations/implications: The results obtained are based on a single case study and a single student's viewpoint. According to the rules of SGC, the chapter that focuses on the case study, i.e., the refugee and migration crisis in Austria, is written from the perspective of the stakeholder "concerned citizen" and does not necessarily reflect the personal opinion of the author. Originality/value: Participants' perspectives of, experiences with and evaluations of ILTs are essential to improve the quality of web-based learning tools, such as SGC.