This paper explores glocalized pedagogy in a “Language & Communication” class for 2nd-year design students. Theater was used to enhance non-verbal communication, creativity, interculturality, and language learning. Using motives from Hamlet, students reinterpreted themes to address personal, local, and global issues. Through storytelling and acting, they explored cultural intersections and artistic expression. Flexible participation allowed all 48 students to perform skits, with 16 presenting publicly. The approach fostered introspection and peer appreciation. Challenges, such as limited time for peer review, could be addressed by extending the course. This research highlights theater’s role in promoting cultural understanding and artistic growth.