Global competence is an essential attribute for engineering graduates working in an interconnected and culturally diverse world, and higher engineering education needs to adapt to ensure that their students will acquire it before entering the labor market. For universities, the only way to ensure comprehensive global competence learning for all students is the holistic integration of related learning outcomes throughout curricula – which requires engineering educators to be able to (re)design their courses and programs accordingly. Considering that most engineering educators are subject experts of their discipline – but lay people when it comes to such competencies – we set out to compile a practical guideline for those wanting to integrate global competence learning within their disciplinary courses. Following a participatory action research approach, we connected our own insights as global competence educators at a technical university with those of several cohorts of engineering educators and students enrolled in global competence courses. Synthesizing these insights, we could identify four essential lessons for integrated global competence learning: 1) learning opportunities can be found (nearly) everywhere, 2) relevance and authenticity must be emphasized, 3) theory and practice need to be integrated and 4) global competence cannot be taught, but it can be learnt. These lessons are illustrated with practical examples for fostering global competence learning in regular engineering courses.