The issues of intellectual property (IP) have become so complicated day by day due to having options for integrating diverse socio-economic, multicultural, and multilateral perspectives in analyzing international and regional IP conventions and even national IP laws. The problem is very few laws schools train IP students to deal with the global challenges rather than equipping them mainly out of the national context. This result in IP students might end up without gaining exposure to real world scenarios and without understanding of diversified options for interpretating IP law issues from international and regional perspectives such as issues of IP and public health, IP and climate change, role of IP in Sustainable Development Goals and so on. Many graduates from the law schools come out without ever learning to be comfortable to deal with complex IP issues and evaluate IP from global sustainability challenges and even broader national and regional context. I designed several IP courses in the global south and in the north and my inspiration in IP teaching is to equip students to deal with the global challenges and make a difference in using IP from diverse global, regional and national contexts such as how can IP facilitate access to medicines, how can IP facilitate not only new innovation in climate technologies but also transfer of such technologies around the world and even be able to develop tools and use IP as an policy instrument to balance the rights of the innovators, consumers and preserve biological diversity and cultural heritage while promoting innovation and commercialization too. After attending my classes and completing courses, students feel empowered and satisfied to be able to IP not only as an incentive for commercialization but also as an instrument and tool to contribute to global sustainable development, putting IP from national development challenges and using IP for the preservation of biological diversity, cultural heritage and thereby be able to use IP strategically by leaving no one behind. For example, by participating in IP and climate change moot from stakeholder perspectives students received valuable understanding of how IP can both become barrier or incentive to facilitate development, diffusion, and deployment of climate technologies around the world.  Putting students from different national and regional health challenges and asking them to come up with solutions to help the communities using IP, students received understanding of how IP can be used to facilitate accessibility and affordability of medicines at the national and regional levels. Using simulation on IP cases from different socio-cultural contexts, students are equipped with using IP with empathy and humanitarian perspectives to give IP a human face rather than simply a tool to profit maximization. The feedback from the students reflected that after completing courses students feel comfortable dealing with global challenges and realized that IP is not simply an incentive to gain but much more to deliver using IP.