This presentation introduces a three-phase model for designing a short-cycle Virtual Exchange (VE) that supports meaningful learning within limited time frames. The model is based on a VE project conducted between Japanese and Ukrainian university students in May-June 2025. Thirteen Japanese students enrolled in an Intercultural Communication course and thirteen Ukrainian students in a Second Language course participated in two synchronous sessions and collaborated online in small groups to complete a joint project. The collaborative task involved analyzing language used in media reporting on a current international conflict. Students examined how tone, lexical choices, and framing shape audience perspectives of violent events recorded through social media. Through this process, participants developed awareness of how linguistic choices influence their interpretation of conflict-related narratives. Drawing on analysis of student surveys, project work, and both immediate and six-month post VE feedback, a three-phase pedagogical model was developed consisting of: (1) foundational knowledge and guided analysis instruction, (2) autonomous collaborative project work, and (3) reflective synthesis and sharing. The presentation will demonstrate how this structural approach supported both skill development and reflective engagement during a four-week exchange, and how the experience continued to influence students' perspectives even after 6-months post-Virtual Exchange.