Cooperation In Higher Education Research Articles (Page 1)

International cooperation in higher education has a direct and significant impact on the international authority of the state, its integration into the world community, and the attraction of foreign investment. It covers a wide range of activities, from education and science to academic integrity and other areas of activity. The relevance of researching the essence of international cooperation in higher education and the features of its administrative and legal support is determined by the need to increase the competitiveness of domestic education and science, the desire to occupy high positions in international rankings and attract foreign investment. The implementation of these tasks is complicated by the cumbersome procedures of international cooperation, the lack of clear mechanisms for the legal regulation of certain types of cooperation, and the insufficient development of theoretical provisions. Despite a significant number of scientific works devoted to the administrative and legal support of international cooperation in various spheres of social relations, as well as to individual aspects of the activities of higher education institutions, there are still significant gaps in the coverage of issues of its legal regulation in the field of higher education. This article opens a series of studies on this topic and is devoted to summarising the basic aspects of the essence and content of international cooperation in the field of higher education in Ukraine, in particular in the context of the specifics and content of the norms of current legislation. The main objectives of the study are: to reveal the key characteristics of domestic and foreign studies; to analyse the content of the concept of “international cooperation” and the specialised category of “international cooperation in higher education”; to summarise the features of this phenomenon and highlight its characteristic features in the Ukrainian context. In the course of the work, all tasks were completed and the author’s definition of the concept of “international cooperation in higher education” was formulated. The main legal relations that are its objects were also identified as follows: in the fields of law, education and educational activities, science and innovation, economics, humanitarian policy and investment.

Africa’s transition toward a knowledge-based economy is gaining momentum, driven by demographic growth, expanding digital infrastructure, and a continental push for education-led development. However, challenges such as limited higher education capacity, skill mismatches, and uneven research output persist. In this evolving landscape, India has positioned itself as a key partner through its education diplomacy, offering scholarships, digital learning platforms, and institutional collaborations with African universities. This paper critically examines the scope and impact of India’s engagement in African higher education, particularly in the areas of Science, Technology, Engineering, and Mathematics (STEM) and management education. While India’s initiatives are anchored in principles of South–South cooperation and provide valuable support for capacity building, several gaps remain in terms of outreach, visibility, and long-term academic partnerships. A comparative lens reveals that countries like China and Brazil have leveraged more structured and high-profile strategies to consolidate their educational footprint in Africa. The analysis suggests that although India’s contributions are significant, they remain under-leveraged in realizing broader strategic and developmental outcomes. Strengthening institutional coordination, expanding scalable models, and enhancing post-study engagement will be critical for India to fully align its educational outreach with Africa’s knowledge economy aspirations. Keywords: Knowledge Economy, India–Africa Relations, Education Diplomacy, Higher Education Cooperation, South–South Collaboration, STEM Education in Africa.

The article examines the role of network diplomacy in the emerging multipolar international system using the example of the Russian-African Network University (RAFU) during the period of its coordination by Peter the Great St. Petersburg Polytechnic University (SPbPU) in 2023–2025. The authors argue that the modern world is characterized by the impact of two interrelated but multidirectional forces—interdependence and fragmentation—affecting the sphere of international relations and diplomacy. In their article, the Russian and Brazilian researchers present a theoretical overview of the concept of network diplomacy, focusing on its importance for the development of cooperation in science, culture, and education. Despite the lack of hierarchy and stable financing, non-governmental networks, according to the authors, have a high potential for forming sustainable partnerships and an atmosphere of trust. The very emergence of RAFU is, according to the authors, the direct consequence and manifestation of the rise of Russian-African relations to a new level. RAFU’s network activity during the period under review reveals its contribution to supporting Russia’s diplomatic efforts aimed at strengthening Russian-African relations. RAFU appears as an important institution that promotes mutually beneficial cooperation in higher education. The authors analyze the compliance of the activities of the Russian-African Network University with the “BRICS spirit” and the Concept of Russian Foreign Policy, emphasizing the university’s commitment to the principles of equal cooperation, sovereignty, inter-civilizational dialogue, and mutual respect. An analysis of the first years of the network university’s activity allows the authors to conclude that it functions as an integration network mechanism for African and Russian higher education institutions as well as scientific and technological institutions and promotes information exchange aimed at mutual expansion of socio-economic and educational cooperation.

Purpose This study aims to investigate the different types of South–South higher education (HE) interactions in the context of “triple disruptions,” using the conceptual perspectives of Southern epistemologies and the typology of “inward- and outward-oriented” HE internationalization. Design/Approach/Methods This study analyzed a range of selected documents, including academic literature, national strategies and legislation, and public reports issued by states, institutions, and other stakeholders that focused on South–South HE interactions. The analysis centered on the rationales and strategies of different South–South HE interaction models. Findings The findings suggest that South–South HE interactions generally occur through a mix of approaches with a preference for inward-oriented expansion diffusion. Given the “triple disruptions,” regional cooperation based on advantages and characteristics remains the most promising form of South–South HE interactions. Additionally, the notion of new types of colonialism serves as a wake-up call for Southern countries’ outward-oriented HE internationalization through relocation diffusion for soft power enhancement. Originality/Value This study contributes to the critical examination of the Western-centric theoretical monopoly on internationalization in HE by clarifying the principles and positions of South–South HE cooperation through epistemological exploration. It draws patterns from the complex practices of existing South–South cooperation in HE based on a typology and attempts to provide theoretical contributions in the context of the “triple disruptions.”

The article explores the higher education cooperation between Azerbaijan and China, highlighting its role in strengthening bilateral relations through academic exchange and institutional collaboration. Utilizing a compilation research method, the study synthesizes existing literature, policy documents, and official reports to analyze the mechanisms, strategic frameworks, and outcomes of educational partnerships between the two countries. The results indicate a notable increase in higher education cooperation, characterized by enhanced student mobility, the establishment of Confucius Institutes, the promotion of Azerbaijani language studies, and the formation of a joint alliance of higher education institutions. These initiatives have contributed significantly to fostering mutual understanding, cultural exchange, and long-term collaboration. The Belt and Road Initiative (BRI), alongside the broader Azerbaijan-China strategic partnership, has provided a supportive framework for sustained educational engagement. The study concludes that to further strengthen educational ties, it is essential to continue investing in joint academic initiatives, language programs, and institutional partnerships.

As a national strategy, the coordinated development of higher education in Chengdu-Chongqing economic circle is not only the core link in the construction of regional innovation system, but also the key path to solve the imbalance of educational resources allocation in the east and west. In 2024, the GDP of the Chengdu-Chongqing economic circle reached 8.7 trillion yuan, and the collaborative innovation index increased by 73.47% compared with 2020. However, the cooperation of higher education still faces the practical problems of institutional barriers, lagging discipline layout, and insufficient internationalization level. This paper discusses the optimization path of the coordinated development of Chengdu-Chongqing higher education based on the education coordination goal of the Planning Outline of the Construction of Chengdu-Chongqing Economic Circle and the regional governance experience at home and abroad.

Introduction. Since 2022 Kazakhstan has noticeably intensified cooperation with China, Turkey, and the US in higher education, providing their universities with favorable conditions for opening branches and implementing scholarship programs to recruit Kazakhstani applicants. The research novelty is the assessment of current Kazakhstani educational cooperation as a tool for balancing Russian influence in Kazakhstan and Central Asia in general. The choice of partner countries is justified by a noticeable recent expansion of their presence in Kazakhstan’s higher education. Methods and materials. The research is based on the analysis of Kazakhstani official documents; speeches and statements by the officials of Kazakhstan, China, Turkey, and the US; the activities of foreign universities in Kazakhstan, reflected primarily in the functioning of foreign branches and inter-university contacts; and statistical data characterizing the situation in Kazakhstan’s higher education system. The research theoretical basis is provided by the concept of soft balancing and higher education internationalization. Analysis. The authors established the rationales behind intensifying Kazakhstan’s cooperation in higher education with particular foreign partners, namely China, Turkey, and the US; determined the scale and formats of such educational cooperation; and indicated intermediate results of this policy. Results. A forecast for the development of higher education in Kazakhstan was developed and recommendations were formulated for Russia on educational cooperation with Kazakhstan. Authors’ contribution. E.F. Troitskiy provided the concept of the article, theoretical and literature review. A.M. Pogorelskaya analyzed the educational cooperation between Kazakhstan and its foreign partners. G.S. Mussina compiled a forecast for higher education development in Kazakhstan and elaborated the recommendations.

In an era of global challenges and shifting geopolitical landscapes, higher education cooperation between the European Union (EU) and China plays a crucial role in fostering mutual understanding and addressing shared concerns related to innovation, sustainability, and global governance. This editorial introduces a special issue examining the evolving dynamics of EU-China collaboration in a changed global environment that is leading to disrupted goals, governance paradoxes, and politicisation of academic exchanges amid global disruptions. It argues that rethinking EU-China cooperation requires addressing these tensions while leveraging opportunities for mutual benefit through strategic and adaptive engagement. The special issue features diverse contributions, such as bibliometric, institutional, and comparative analyses, offering fresh insights into this complex partnership. This editorial synthesises these findings, highlighting the importance of resilience and innovation in rethinking collaboration frameworks. It underscores how the articles propose pathways for sustainable, ethical, and secure academic partnerships, advancing the global discourse on higher education cooperation.

Using interaction ritual chain theory to understand Chinese students’ perceptions of group interactions and cooperation in higher education

Educational cooperation in higher education offers valuable opportunities for students and institutions alike. However, it also introduces significant challenges, particularly regarding student enrollment processes. Traditional centralized systems for managing this task can pose issues around authority, transparency, accountability, security, and cost, often hindering scalability and sustainable growth. This paper introduces the Cross-Institutional Blockchain Enrollment System (BCHEEN), a novel decentralized platform designed to streamline and enhance cross-institutional enrollment processes. Un-like existing solutions, BCHEEN employs a unique hybrid architecture that leverages blockchain technology to ensure transparency and security while maintaining scalability through innovative off-chain data management using the “replicate when used” approach. The platform was prototyped as a permissioned blockchain platform using the Hyperledger Composer framework and evaluated through functional, performance, and security analyses using tools such as Cucumber and Hyperledger Caliper. Evaluation results show that BCHEEN achieved a peak throughput of 18 tps at a send rate of 47 tps, with an average latency of 4.32 s under the same conditions, demonstrating its scalability and reliability. Furthermore, a computational cost analysis highlights the efficiency of the “replicate when used” approach in reducing storage overhead while preserving data integrity. BCHEEN’s practical impact includes streamlining enrollment processes, reducing administrative costs, and fostering secure, scalable, and transparent inter-institutional collaboration. These contributions position BCHEEN as a transformative tool for higher education, supporting policy advancements and promoting resilience and sustainability in educational practices.

China-foreign cooperation in higher education is becoming more popular due to the rapid development of globalization and information technology in China. It is now a significant method of cultivating talents with an international perspective and the ability to communicate across cultures. The question of the destinations of graduates of Sino-Foreign co-operative education programs has also become a growing concern. This paper investigates the fundamental causes by comparing and analyzing the foreign study rate, the domestic advancement rate, and the direct employment rate of the graduates of Chinese-foreign cooperative education institutions and Chinese-foreign cooperative education projects. This study adopts a blend of quantitative and qualitative approaches of case study and data analysis, collects and collates relevant data on the destinations of graduates of Chinese-foreign cooperative universities over the past few years, quantitatively analyses the data, and finally analyses in-depth the specific phenomena in conjunction with cases. This trend reflects the advantages of Sino-Foreign cooperation in providing international education resources and facilitating further studies. The Sino-Foreign co-operation mode provides students with a broader international perspective and channels for further studies, but problems such as uneven teaching quality and insufficient competitiveness in the job market still require attention.

Though the Southern African member states’ higher education shares communal historical circumstances, they have profound discrepancies in their structures and operations. This has brought many questions to the Southern Africa Development Community’s (SADC) pursuit to address these variations. It is in this context that this discussion centres on gaining insights into the SADC protocol on education and training’s policies with specific reference to Article 8. The scoping of the literature was grounded in a systematic policy analysis approach. Purposive and snowballing sampling procedures were used to select the sources (57) from different bibliographic databases: Scopus, Web of Science, DHTE, DOAJ, Google Scholar, Science Direct, and JSTOR. This, approach was to interrogate the rationale of the SADC protocol on education and training, and cooperation in policy and procedures for education and training within the SADC bloc. From the discussion, it was acknowledged that the member states’ higher education systems had different structures and operations. It is in this context that the protocol on education and training through its article 8 has come up with instruments, and mechanisms to facilitate the harmonisation of the bloc’s diverse higher education system. This has the potential to enhance the cooperation between higher education institutions within the bloc and even beyond. The researchers recommend the adoption of good practices from the different models to foster international cooperation in higher education.

Fostering international cooperation is essential for addressing global challenges. However, increasing uncertainties and polarisation necessitate a re-evaluation of the rationale and management of international cooperation among higher education institutions (HEIs). Recent research calls for greater attention to international cooperation beyond like-minded countries and emphasises the importance of understanding the perspectives of heads of international cooperation. This study addresses this theoretical gap by examining cooperation with Chinese universities from the perspectives of nine heads of international cooperation at six European universities.Utilising semi-structured interviews and reflexive thematic analysis, this study elucidates how these European universities establish and maintain cooperation with their Chinese counterparts. It clarifies the interactions among universities, governmental bodies, and policies, and identifies challenges encountered during cooperation. The findings contribute to the literature by offering practical insights and providing contextualised empirical data on future directions for international cooperation between European and Chinese HEIs. This study underscores the active and autonomous roles that universities should play in fostering international cooperation amid global uncertainties.

There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to working life. In this research, collaboration was conducted through a joint course between upper secondary school and university, which addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for upper secondary school students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data were gathered using questionnaires, interviews, and reflective study reports. The data were analyzed via theory-based content analysis, where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational, and societal dimensions. Altogether, the analysis produced seven relevance categories for upper secondary students and nine for university students. According to the analysis, upper secondary school students felt that the course offered the most on an individual relevance dimension, whereas university students experienced the vocational relevance dimension a the most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional collaboration models.

GCC countries occupy a unique and indispensable position in the Belt and Road Initiative. It is crucial for China and GCC countries to foster humanistic exchanges and support talent development through cooperation in higher education. Since the implementation of the Belt and Road Initiative, China-GCC higher education cooperation has made significant progress, including the initial establishment of cooperation mechanisms, the consolidation of historical foundations in humanities and social sciences exchanges, and the creation of new opportunities for collaboration in science and technology. However, compared to Western countries, China-GCC higher education cooperation remains relatively weak and has substantial room for development. Future efforts can elevate this cooperation by promoting joint educational programs, establishing higher-level mechanisms for humanities exchanges, and deepening collaboration in frontier fields.

Inter-university cooperation has always been a desideratum of higher education institutions. It has developed at a slower or faster pace, for different reasons, depending on the era. Gradually, this cooperation has become more complex, giving rise to a new concept – the internationalisation of higher education. Supported by the development of technology and the increasing liberalisation of borders, cooperation in education has evolved from bilateral agreements to consortia of universities and eventually to European universities. Created at the initiative of the European Commission in 2017, European Universities are transnational alliances that over the last four years have brought about a paradigm shift in inter-university cooperation. This paper aims to discuss the participation of the Technical University of Civil Engineering of Bucharest (UTCB) in a European consortium, and its contribution to internationalisation at the institutional level. We will try to identify the advantages of being a member of this alliance, as well as the difficulties encountered throughout the cooperation and the means to overcome them.

The nuclear industry is currently facing a significant demand for well-trained personnel. Due to the high market demand, it is essential to raise awareness among new target groups, including high school pupils and (pre-service) STEM teachers, about the potential and opportunities of pursuing a nuclear career. With this in mind, a new strategic partnership has been established under the Erasmus+ project ‘BRAVER’ (Blended and Remote teaching Activities supported by Virtual rEality for Radiation sciences). Within this 2-year project, international staff, and students from 7 partners of the CHERNE (Cooperation of Higher Education on Radiological and Nuclear Engineering) network collaborate with industry, regulatory and research institutes in developing educational virtual tools (VR and virtual online escape rooms) for nuclear sciences and engineering. The project aims to develop blended international training programs that incorporate technical, generic, and networking skills for both students and professors. This initiative can serve as a model for other scientific fields, extending its benefits to students and educators across different disciplines.

PurposeThis article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.Design/methodology/approachA conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.FindingsThe FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.Research limitations/implicationsThe research was based on desk research only. No interviews were conducted.Practical implicationsA conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.Social implicationsOne of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.Originality/valueRegional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.

The purpose of the article is to determine the impact of technology and innovation on the opportunities for international learning and cooperation in higher education and mobility based on a survey and questionnaire. Methods: the experiment was carried out in stages, using a combined approach with the use of various methods of data collection and analysis. The participants of the study are 120 students of higher education institutions represented by different specialities and levels of education (bachelor, master, postgraduate). The scientific novelty of the work is determined by a comprehensive analysis of the impact of technology and innovation on the opportunities for international learning and cooperation in higher education and mobility of modern students. The study for the first time uses a combined approach, combining different methods of data collection and analysis, and covers a variety of mobility programmes and their popularity among students. The findings indicate that digital technologies have become an integral part of academic mobility, and their use helps students to maximise their time and conveniently interact with international partners. The study also revealed differences in the popularity of different mobility programmes and pointed to factors that may influence their attractiveness for students. The findings of the study indicate that technology greatly facilitates the process of academic mobility of students. They include virtual classes, distance learning, virtual exchanges, and other innovative approaches. These technologies help students to effectively find and choose international study opportunities, interact with partners, and receive information about study opportunities.

The Belt and Road Initiative provides new opportunities and impetus for the development of higher education in China. In the past 20 years, higher education in China has made great achievements: the scale of higher education talents has increased, the protection of higher education rights has improved, and cooperation and exchanges in higher education have increased. Regarding exchanges and cooperation in higher education in the Belt and Road, China faces unresolved challenges, including the only opportunity for talent training, a complex and changing environment for international cooperation, and broad and unclear institutional norms. Guaranteeing the rule of law is a support and driving force for countries to engage in exchanges and cooperation in higher education within the framework of the Belt and Road. China needs to actively promote the construction of the rule of law under the Belt and Road framework, unambiguously promote the development of higher education through effective laws, and actively promote the civilized process of the rule of law in higher education. Utilizing the rule of law and the rule of law will promote a new stage of higher education reform and build a modern higher education system with Chinese characteristics. Based on the concept of ensuring the proper rule of law to support cooperation and development, various methods should be applied to promote the development of the rule of law, including the formation of the concept of effective law and good governance, the improvement of information and evaluation systems in higher education, and the improvement of the information and evaluation system in higher education.