In the context of globalization and internationalization of higher education, English proficiency has become a core competency for college students. Traditional classroom teaching faces limitations such as a single context, insufficient interaction, and limited practical opportunities. Extracurricular activities related to English have become an important complementary path for enhancing language proficiency. This study takes 120 senior English majors from Fuzhou University of Foreign Trade as the research subjects, adopts an interpretive sequential mixed method, and quantitatively analyzes the types, frequency, personal and family determinants of extracurricular activity participation, as well as their correlation with English scores. It also explores subjective perceptions and practical experiences through semi-structured interviews with 10 students. The results show that the frequency and type of extracurricular activity participation are significantly positively correlated with overall English scores; personal motivation, self-efficacy, family economic and cultural capital, and communication atmosphere are key factors affecting participation behavior; academic, professional, and cross-cultural extracurricular activities have differentiated enhancement effects on academic writing, professional application, and oral fluency, respectively. This study addresses the deficiencies in existing research regarding the lack of attention to senior student groups and the absence of a longitudinal perspective, providing empirical evidence for universities to optimize their English extracurricular systems and enhance the quality of talent cultivation.

Impact of public versus private financing on research productivity and internationalization in Indian higher education

The internationalization of higher education has become an increasingly important topic in academic research, as evidenced by a systematic review of 1,412 articles published over the past 25 years. Key themes surrounding this phenomenon include mobility, knowledge transfer, and cooperation, alongside competition, national strategies, and the mutual influence of higher education systems. The globalization of the economy has created pressures on academics, students, and university administrators, with challenges such as inadequate research funding and technological limitations. In response, universities have sought partnerships and alternative funding sources to enhance student and faculty mobility and foster research collaboration. This study builds on the work of Moshtari and Safarpour (2024), who identified key issues faced by East African countries in higher education, by exploring similar challenges in Southeast Asia, specifically the Philippines. These challenges are categorized into four main areas: i) policy; ii) financial and physical resources; iii) academic competencies; and iv) social and cultural factors. Additionally, our research proposes an agenda for success that includes the following dimensions: i) international engagement and mobility; ii) internationalization of the curriculum; iii) research collaboration; iv) reputation building; and v) fostering a research culture focused on innovation. Keywords: internationalization, developing countries, innovation, publication

This article examines how virtual mobility and collaborative international projects are becoming essential strategies for the internationalization of higher education, enabling students from diverse backgrounds to participate in global experiences without physical or geographical barriers. These modalities, including COIL programs and hybrid experiences, foster intercultural competencies, effective communication, critical thinking, and remote collaboration, while promoting inclusion, equity, and academic diversity. The research was based on a literature review, document analysis, and case studies, identifying best practices, emerging trends, and challenges related to the digital divide, curriculum adaptation, and faculty preparation. The findings show that structured pedagogical design, adequate technological infrastructure, and strategic institutional collaboration are fundamental to maximizing the impact of these experiences, strengthening international partnerships, and offering meaningful and sustainable learning. In short, virtual mobility and collaborative projects are transforming contemporary higher education, contributing to the development of globally competent professionals prepared to thrive in multicultural and digital environments.

Introduction Student mobility is a strategic component for the quality and internationalization of higher education; however, its development in Peruvian public universities has limitations associated with structural and institutional factors. The objective of the study was to analyze the socioeconomic, academic, motivational, and family characteristics of university students, as well as their relationship with their level of knowledge about student mobility procedures. Methodology A quantitative, applied research study was conducted using a non-experimental, cross-sectional, and correlational design. The sample consisted of 402 undergraduate students from the National University of Piura and the National University of Trujillo, who were given a validated questionnaire. Data analysis included descriptive statistics, chi-square tests, odds ratio calculations, and profile identification through cluster analysis. Results The results show statistically significant associations between knowledge of mobility procedures and institutional, academic, and motivational variables ( p < 0.05). In particular, students at the National University of Trujillo are more likely to be aware of these procedures than their peers at the National University of Piura (OR = 2.188). Likewise, different profiles of students were identified who, despite their sociodemographic differences, share a limited knowledge of the student mobility process. Conclusions It is concluded that student mobility does not depend solely on individual motivation or economic capacity, but on the articulation of institutional strategies aimed at strengthening management, communication, and equitable access to information, highlighting virtual mobility as a viable alternative for expanding student participation.

This study was aimed at examining the benefits, challenges, and opportunities associated with higher education internationalisation (HEI) in a Ghanaian public university. To achieve these objectives, the study drew data from international students through 17 in-depth interviews, corroborated by evidence from the case university’s archival reports. The triangulation of the interviews with archival data enhanced the credibility and robustness of the results. We found that study abroad programs provided respondents the advantage of learning a second international language and enhanced their career advancement in the global job market. However, the language barrier was a major challenge for some international students, hindering their integration into the local learning community. While some research participants highly valued the unique perspective of social integration and intercultural exposure, others struggled to adjust to the new culture. The study highlights high-cost-of-living as a major challenge for international students, impacting their academic performance and overall experience. The university’s flexible tuition fee payment plan was recognised as a positive initiative to alleviate the financial burdens of international students. Our findings contribute to the literature of HEI in emerging economies and provide valuable insights for universities seeking to enhance the experiences of international students. In conclusion, universities hosting international students should provide language support, financial assistance, and social integration programs to increase students’ learning experience.

This study explores how incorporating generative artificial intelligence into the Collaborative Online International Learning (COIL) framework can enhance internationalisation for home and social entrepreneurship education in multilingual settings. A four-week AI-supported COIL programme was conducted with 30 postgraduate students from Russian and Spanish programmes. Students collaborated in intercultural teams to develop bilingual social innovation projects. Data were collected before and after the intervention using validated scales measuring intercultural competence, social entrepreneurship skills, AI literacy and ethics, and linguistic self-efficacy. Repeated-measures ANOVA indicated statistically significant improvements across all domains, with moderate-to-large effect sizes. The most pronounced gains were observed in mixed intercultural groups, which may suggest a potential synergistic effect between authentic intercultural exchanges and AI-mediated language support. Additionally, notable improvements were observed in ethical awareness of AI use and linguistic self-efficacy. Overall, these findings suggest that the AI-COIL model may represent a practical and potentially scalable approach for integrating language learning, intercultural competence, social innovation, and responsible AI use to advance internationalisation in higher education.

Abstract Despite growing interest in the internationalisation of higher education, the experiences of international student parents, particularly international student mothers, remain largely marginalised in research and policy. This paper examines the emotional agency of international student mothers who leave their children behind in their home countries to pursue education abroad. Focusing on the narratives of nine Vietnamese post‐graduate student mothers, the study illustrates how these mothers navigated separation, caregiving and family dynamics across borders. It reveals how they reframed maternal absence, resisted deficit discourses and negotiated care responsibilities through emotional and spatial strategies. This study contributes to a more nuanced understanding of the intersections between mobility, motherhood and emotion in the lives of transnationally mobile female students. It argues that the simplistic narratives of international students focusing only on their academic and social integration in the host countries, with no reference to their left‐behind family, cannot account for the diversity in their lived experiences and overlook their challenges and emotional experiences.

With the internationalization of higher education (HE) in recent decades, there has been a growing trend to use English as a medium of instruction even in non-anglophone countries. Additionally, HE globally has witnessed a growing trend to use technology for pedagogical purposes. However, little is known about inclusion issues associated with these two trends, particularly in Asia. Utilising survey questionnaires with teachers (n = 327) and students (n = 5760), interviews with teachers (n = 20), and Padlet discussions (n = 49) and focus groups (n = 75) with students from the four most populous countries in Asia (Bangladesh, China, India, Indonesia), the study provides insights into inclusivity in Asian HE. Findings highlight barriers created by the requirements for the English language and technology in entrance tests, digital divides with resulting impacts on students’ learning, and difficulties faced by students in their studies. The paper calls for more research to inform context-sensitive ways to use English and technology.

ABSTRACT This article will reflect on the impact of Brexit and of the introduction of the SQE on comparative law teaching in UK universities. Drawing on a 2025 survey by the British Association of Comparative Law (BACL) on how comparative law is currently taught in UK universities, it will examine the place of comparative law in the law school curriculum. In so doing, it will identify changes since the last BACL teaching survey of 2002. Has Brexit, with EU law potentially demoted to an optional part of the law degree curriculum, discouraged interest in studying comparative law? What has been the impact of the introduction of the SQE on law school curricula? Having been given exclusive access to the findings of the 2025 BACL teaching survey, I will examine the challenges and choices universities and comparative law academics face. Is comparative law teaching an interesting but ornamental addition to a crammed curriculum or an important part of the UK university response to globalisation and the internationalisation of legal education?

Purpose The internationalisation of higher education is essential for global academic recognition and cross-cultural exchange. India, with its strong educational legacy, aspires to be a key global player but faces challenges in attracting international students despite initiatives like National Education Policy 2020 and Study in India. This study examines the barriers and strategic pathways to strengthening India's global higher education presence. Design/methodology/approach This study employs a systematic literature review (SLR), which is informed by a critical interpretive synthesis approach. It examines existing literature, policy documents and comparative global education frameworks to identify key determinants influencing international student mobility. It critically examines systemic issues within Indian HEIs and evaluates strategic interventions that can enhance India's appeal as a study destination. Findings The study highlights governance inefficiencies, infrastructure gaps, inadequate student support and curriculum misalignment as key barriers to India's global education competitiveness. However, India's affordability, cultural diversity and policy reforms offer growth potential. Strategic improvements in governance, curriculum, marketing and policy are crucial to closing the gap between aspirations and outcomes. Practical implications This article provides policymakers, educators and institutional leaders with a structured roadmap for strengthening India's position as an attractive international education destination. The recommendations focus on improving institutional frameworks, fostering international partnerships, enhancing student experience and leveraging India's competitive advantages to meet global benchmarks. Originality/value This study offers a first-of-its-kind, comprehensive and multidimensional analysis of the internationalisation of Indian HEIs, integrating governance, curriculum, infrastructure and global branding. Unlike prior research focusing on isolated aspects, it provides a holistic perspective, advancing discourse on higher education internationalisation in emerging economies and laying the groundwork for future empirical studies.

The article addresses the issue of international academic mobility for medical students at Osh State University in the context of global socio-educational transformations. Under conditions of increasing internationalization in higher education, the development of sustainable mechanisms that facilitate students’ integration into international academic and professional environments has become particularly significant for the higher education system of the Kyrgyz Republic. The study aims to identify the role of language training in shaping the international academic mobility of medical students in the Kyrgyz Republic and to substantiate the author’s conceptual model of a step-by-step transition from primary forms of international labor mobility to full-fledged academic and professional mobility, taking into account the socio-economic, legal, psychological, and educational characteristics of the national context. The research is based on a comprehensive approach to the study of primary labor and academic mobility processes among students in the Kyrgyz Republic. The empirical basis includes regulatory and strategic documents in the field of higher education and international cooperation, statistical data from universities on students’ participation in temporary employment programs and academic exchange initiatives, as well as the results of questionnaires and interviews with students who have experience in working abroad and participating in international educational programs. The theoretical framework relies on the works of national and foreign scholars addressing educational migration, the internationalization of higher education, language training, and academic mobility. A total of 381 medical students participated in the study. Sociological survey findings revealed that the majority of students demonstrate elementary levels of language proficiency and are primarily oriented toward participation in short-term labor mobility programs, such as Ferienjobs. The problem of academic mobility among students lies not so much in the absence of institutional mechanisms as in the insufficient alignment between the educational infrastructure and students’ actual starting capabilities.

In the context of the internationalization of higher education and the increasing diversity of learners, inclusive and multicultural education has become an inevitable trend in university training. This paper aims to propose a method for designing multicultural lectures combined with the Universal Design for Learning (UDL) model to meet the diverse learning needs of students in a university environment. This study utilizes document analysis, theoretical synthesis, and proposes a lesson design model. The research results suggest a six-step lesson design process: analyzing diverse learners, identifying learning outcomes, designing multicultural content, designing learning activities using UDL (Universal Learning Design), designing diverse assessments, and adjusting through feedback. The proposed model contributes to improving the quality of university teaching, promoting equality in access to education, and developing intercultural competence for students. The paper also offers some recommendations for lecturers and higher education institutions in implementing inclusive course design.

International student mobility is essential to higher education internationalization, yet comparative quantitative research on incoming and outgoing students remains limited. In this study, motivations and attitudes toward cross-border education were analyzed by comparing 329 international students in China and 303 Chinese outgoing students using questionnaires. Data were examined via reliability and validity tests, mean comparisons, and structural equation modeling (SEM), with acceptable model fit indices. The findings show that incoming students prioritized postgraduate employment and scholarships, whereas outgoing students focused on cultural exploration and personal growth. Incoming students held more optimistic attitudes toward career benefits, policy support, and leadership engagement. Both groups supported peer mentoring but were neutral toward extended language courses and online learning. This study enriches theoretical frameworks and provides practical implications for universities and policy makers to design tailored strategies that improve student satisfaction and support sustainable international mobility.

The concept of quality education has undergone a profound and multidimensional transformation in the 21st century, shifting from a narrow emphasis on access, enrolment, and participation to a more comprehensive and dynamic framework encompassing equity, inclusivity, relevance, sustainability, and measurable learning outcomes. Situated within the global policy architecture of Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and lifelong learning opportunities for all, this paper critically interrogates the evolving paradigms that define and shape quality education in contemporary contexts. Adopting a qualitative, descriptive-analytical methodology, the study draws upon an extensive review of international policy documents, global education reports, and peer-reviewed scholarly literature to identify and synthesize key emerging trends. These include the rapid digital transformation of education systems and the integration of educational technologies, the growing prominence of competency-based and outcome-oriented learning frameworks, the expansion of inclusive and equity-driven pedagogical practices, the intensification of globalization and internationalization in education, and the increasing reliance on data-driven governance and accountability mechanisms. The paper further problematizes the uneven and asymmetrical realization of these trends across different socio-economic and geopolitical contexts by examining persistent structural challenges such as widening inequalities in access and outcomes, the digital divide, resource constraints, disparities in teacher capacity and professional development, and the enduring gap between policy formulation and effective implementation. It critically argues that quality education can no longer be understood as a static or universal construct; rather, it must be reconceptualised as a context-sensitive, adaptive, and transformative process that integrates cognitive, social, emotional, ethical, and sustainable dimensions of learning. By foregrounding the interconnections between global policy frameworks and localized educational realities, the study contributes to the ongoing discourse on redefining quality in education in an era marked by rapid technological change, socio-economic uncertainty, and global interdependence. The paper concludes by proposing a set of forward-looking policy recommendations that emphasize systemic reform, inclusive innovation, strengthened public investment, and the development of resilient and future-ready education systems capable of addressing the diverse needs of learners in the 21st century.

ABSTRACT Despite a slight drop (4%), the UK remains in its boom in international student recruitment with over 700,000 international students in 2023/24. However, concerns on the quality of higher education internationalisation emerge. To enhance inclusivity in classrooms and facilitate diverse learning needs from international students with different backgrounds, more nuanced and culturally sensitive tools and pedagogical approaches are arguably needed. Using an autoethnographic approach, we explored the use of vignettes in teaching international students and identified key components in vignette construction and delivery. In this paper, we also proposed a step-by-step framework – Vignette Applications in Teaching (VAT) guide – to guide the effective construction and delivery of vignettes in teaching international students. It exemplifies the effectiveness of using vignettes as a culturally sensitive tool in inclusive and creative pedagogical development, and also aims to enhance international (also home/domestic) students’ intercultural competence and globally diverse campus environment building.

ABSTRACT This study investigates how non-English speaking universities transform cultural distinctiveness into competitive advantages in global higher education markets. Employing mixed methods – structural equation modelling of 252 international students’ surveys and thematic analysis of 20 administrative interviews – we examine Chinese sports education internationalization. Three key findings emerge: (1) institutions evolve through three strategic stages (imitation, integration, distinctive development), with cultural capital transformation effectiveness increasing progressively (β = 0.45 to 0.73, p < 0.001); (2) paradoxically, Chinese characteristic sports education exceeded expectations most significantly (+0.61, d = 0.74), while support services underperformed (−0.52, d = 0.56); (3) cultural capital transformation strongly predicts student satisfaction (r = 0.67, p < 0.001), moderated by institutional strategic maturity. The study proposes a “Cultural Capital Transformation Model” synthesizing Bourdieu’s capital theory, Knight’s internationalization framework, and Porter’s differentiation strategy. This model reconceptualizes cultural resources from barriers to strategic assets through three mechanisms: cultural coding/educationalization, value reconstruction, and embodied learning. Findings offer theoretical advancement and practical guidance for Asia-Pacific institutions seeking differentiated internationalization through cultural distinctiveness.

Kazakhstan has aggressively pursued the internationalization of higher education, evidenced by the strategic Bolashak scholars’ program, adoption of the Bologna Process, and expanded academic mobility. In this paper, we argue that these efforts, while structurally significant, have yielded results that have prioritized institutional outputs over intercultural learning outcomes. To achieve genuine modernization, internationalization must move beyond technical compliance and be grounded in the cultivation of intercultural competence and citizenship. We review the trajectory of Kazakhstan’s educational history, development, and reforms and conclude that current efforts lack the cohesion and theoretical grounding necessary to foster globally engaged, interculturally competent citizenship. We narratively review selected international case studies of higher education institutions that have developed intercultural competence and citizenship programs to develop cross-case themes and practices. Consequently, we suggest a contextualized paradigm for developing intercultural competence within Kazakhstani higher education. We present a series of theoretical, practical, and institutional suggestions tailored for Kazakhstani higher education institutions to consider. Ultimately, intercultural competence in Kazakhstan must begin with a critical exploration of national and local values to engage the global community from a “glocalized,” culturally resonant, and decolonized standpoint.

The internationalisation of higher education in the Global North typically prioritises income generation, knowledge flows, and attracting skilled workforce. In contrast, Türkiye adopts a distinct approach, aligning its strategies with a developmentalist political economy that leverages religious, historical and anti-colonial narratives across the Global South. This article explores how Türkiye conceptualises international higher education at the state level to promote South–South cooperation, with the aim of building solidarity and resistance against enduring and neo-colonial structures. Through an analysis of state-led discourses, this article examines how narratives of history, faith, and fraternity shape Türkiye’s relations with the Global South, and inform a universalist vision of the nation with affective orientations. These alignments reveal the potential for an alternative model of international higher education—one that advances self-reliant, sustainable development and fosters more multilateral cooperation among developing and low-income nations. • International higher education serves as a part of an infrastructure for Türkiye’s global engagement strategy. • Türkiye leverages higher education to build self-reliant, sustainable development cooperation across the Global South. • Türkiye’s higher education fosters South–South cooperation through historical ties, faith, and anti-coloniality. • Affective mechanisms adopted in Türkiye’s international higher education landscape aim to fuel solidarity and unity across the Global South. • Southern epistemologies are essential for understanding relational frameworks in South–South engagement through higher education.

ABSTRACT This paper investigates how education and training institutions in Portugal fund internationalisation, moving beyond the traditional focus on higher education. Employing a convergent parallel mixed‐methods design through a nationwide survey and interviews, it reveals a two‐tiered system shaped by funding availability and diversity. Higher education institutions leverage a diversified portfolio of internal, national, and European funds to fuel ambitious, competitive agendas that reflect their complex missions. In contrast, the non‐tertiary sectors (School, Adult and Vocational Education) are critically dependent on a single source, Erasmus+, a dependency that channels their efforts primarily towards mobility, constraining their strategic autonomy and creating a structural inequality within the national system. The study argues that funding is not a neutral facilitator but a powerful force that influences the scope and nature of internationalisation. It concludes by proposing future research avenues and policy actions to foster more equitable international engagement across sectors.