Internationalization of the Curriculum

Abstract
Students with autism spectrum disorder (ASD) often face substantial barriers in transitioning from secondary education to employment, including challenges in communication, adaptability, and access to individualized support. As artificial intelligence (AI) technologies gain momentum in education and workforce development, they present new opportunities to address these challenges through personalized, scalable interventions. This paper examines two global case studies—Auticon, a neurodiverse IT consultancy employing AI-based job-matching systems, and MaTHiSiS, a European Union-funded adaptive learning platform for students with special needs. Through a comparative case study methodology, the paper explores how AI tools can support vocational preparation and individualized learning by aligning content and opportunities with learners’ strengths and emotional needs. Findings highlight the importance of personalization, integration of human support, and ethical implementation practices. The paper concludes with recommendations for educators, policymakers, and developers seeking to implement AI-driven solutions that enhance transition services and employment outcomes for autistic students. While previous studies have discussed AI applications in education or autism support separately, this paper contributes a novel perspective by synthesizing real-world case studies that apply AI specifically in vocational transition contexts for autistic individuals. The comparative analysis of Auticon and MaTHiSiS provides practical insights into scalable, culturally relevant, and ethically grounded practices, offering a preliminary framework for designing inclusive AI-supported transition models.

This paper describes a case study of instructional strategies employed in a collaborative online international learning experience between students from Colombia and the US to increase their understanding of cultural tolerance. The study aimed to examine student perception of their intercultural skills development, particularly in recognizing both cultural similarities and differences, as previous research suggests that students struggle with identifying differences, focusing only on similarities in exchanges. Data were collected from transcriptions of student reflection recordings and their final presentations and were analyzed using the intercultural competence dimensions and subdimensions framework. The findings suggest that participants developed cultural awareness of differences, openness, and tolerance of their own and their partners’ cultures and increased their teamwork skills.

The article provides comparative insights into Vietnamese and Australian students' experience of internationalization of the curriculum. We explore how local arrangements for curriculum internationalization in Australia and Vietnam enable and/or constrain students' individual agency in taking control of their knowledge and skills to become skilful and culturally sensitive professionals and citizens. The article is part of a 4-year empirical study that includes 15 semistructured interviews with academics and nine focus groups with 40 students in both countries. We use practice architecture theory to interpret whether and to what extent students can be the key actors in internationalizing the curriculum and the factors that nurture or restrict their participation in this process. The article provides important comparative perspectives on students' experience of participating in curriculum internationalization in Vietnam as a developing country and an international education importer and Australia as a developed country and an education export provider.

This research was carried out at the Faculty of Human Sciences
(FCH) of the Autonomous University of Baja California (UABC), with the theme of student mobility that is called each semester for students to carry out national or international stays.

Objective: To know the behavior of student mobility in the Faculty of Human Sciences (FCH) of the Autonomous University of Baja California (UABC) before, during and after the Covid-19 pandemic.
Method: The quantitative descriptive method was used, since its function is to describe the behavior of students in terms of student mobility requests before, during and after the pandemic, periods 2017-2 to 2022-1.
Results: It was observed that of the students who apply, 75% are female and 25% male, the career with the most applications is Psychology with 59% followed by Communication with 35% and Education with only 6%. The national universities with the most applications are the University of Guadalajara with 41% and the UNAM with 35% and the rest distributed among other universities in the country.

This systematic review examines mental health in university students with disabilities, focusing on increasing prevalence and associated challenges. Following the PRISMA protocol for study selection and analysis, it aims to analyze problem prevalence and risk factors, explore support strategies and available resources, and identify gaps and areas for improvement in care and access to mental health services for disabled university students. This review includes 16 articles that met the established criteria. The findings reveal higher mental health issue prevalence in these
students compared to non-disabled peers, highlighting the need for specific, tailored interventions. Improvement areas in general inclusion measures to prevent high-risk situations and intervention responses to discomfort and existing mental health problems are discussed. The importance of a holistic approach to ensure their overall well-being and academic success in an inclusive educational environment is emphasized.

The last decades saw universities from all over the world experiencing increased pressure from the external environments because of globalization. It is a common understanding that internationalization is an institution's ready response and/ or a reaction "to cope with the global academic environment" (Bernardo, 2003; Altbach and Knight, 2007). Many Higher Education Institutions' (HEI) leaders in the Philippines like their international counterparts internationalize their institutions. This paper studied internationalization in four

In the wake ofthe World Trade Center disaster, manyfaculty developers are asking themselves whatthey dotopromote internationalpeace and understanding. But even before these events, there has been an indication that there was apressing needtofocus onglobal competencies asan importantpart ofhigher education for the21stcentury. Thepurpose ofthismay isthreefold: 1) tosummarize theresearch on the status ofinternationalization on American campuses, 2) to makethe case for the active involvement offaculty developers in internationalizing higher education, and3) to offer strategies with which wecan begin or expand ourefforts. INTRoDucnoN I n the wake of the World Trade Center disaster, many faculty developers are asking themselves what they can do in the context of their professional roles to promote international peace and understanding, beginning on their own campuses. But even before September 11,2001, it was clear there was a pressing need to focus on global competencies as a critical feature of higher education for the 21st century (

Universities around the world are increasingly adopting internationalization strategies, which call attention to intentionality in using the curriculum and regional networks as ways to achieve university agendas. Internationalization of the Curriculum (IoC) endeavors are typically led by a select group of individuals within a single university, and often struggle to gain diverse widespread support within the university community (Leask, 2013). However, university networks, which demand interconnectivity, have been argued to "constitute the core of internationalisation," and present varied academic opportunities for engagement that expand channels of information sharing and knowledge creation (de Wit & Callan, 1995, p.89). Therefore, university networks have unexplored potential in providing unique learning opportunities for member institutions' faculty and staff in internationalizing their curricula, while also advancing their institution's internationalization agenda. Through a framework of network theories, professional learning theory, and an internationalization of the curriculum conceptual framework, this study investigated faculty and staff engagement with one network, and how their engagement has influenced conceptualizations of internationalization of the curriculum. Drawing from semi-structured interviews with fourteen members of faculty and staff from two of five universities in a European university network, the results demonstrate that this network supports faculty and staff in contextualizing and conceptualizing internationalization. The analysis points to the differences in conceptualizations of IoC, depending on the level of faculty and staff engagement with the network. The diverse representation of faculty and staff at network events created significant interactions where individuals were able to validate and share their experiences and expertise related to internationalizing curriculum, as well as critically examine their own approaches and university policies. Faculty and staff engagement with the network resulted in mature conceptualizations of internationalizing curriculum, and contributed to a greater adaptability to working in changing, intercultural environments. The study suggests that engagement in this network is conducive to the internationalization of one's academic Self, and to fostering a greater sense of regional camaraderie (Sanderson, 2008). Finally, the results of this study demonstrate one university network's ability to engage an increasing mass of reflective faculty and staff that are aware of internationalization and its implications for their learning environments. The contributions of this study are significant for university leaders, scholars, and practitioners, and especially those working in the nuanced intersection of internationalizing curricula and university networks. v TABLE OF CONTENTS TABLE OF CONTENTS .

Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students' specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students' success in higher education, where good intentions are evidently not enough.

Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students' specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students' success in higher education, where good intentions are evidently not enough.

Purpose Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam. Design/methodology/approach The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection. Findings The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not priorit...

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

A telecolaboração, definida como o uso de tecnologias on-line no ensino-aprendizagem de línguas entre alunos geograficamente dispersos (O’DOWD, 2013a) assume, conforme O’Dowd (2021), relevância para a comunicação intercultural no contexto da Internacionalização em Casa (IeC) (BEELEN; JONES, 2015). Esta última representa uma internacionalização mais inclusiva, materializada pelo desenvolvimento de competências, tais como a competência internacional, a intercultural e a global, no interior da própria instituição. Considerando que o processo de Internacionalização do Currículo (IoC) ocorre à luz da abordagem intercultural (LUNA, 2018a), um exercício de reflexão por parte dos autores deste estudo concernente ao grau de internacionalização da disciplina Inglês Instrumental em um curso do Instituto Federal Catarinense (IFC) revelou que a referida disciplina não abrange indicativos de internacionalização alicerçados nos aportes teóricos da IoC pela perspectiva intercultural. Uma alternativ...

This qualitative study presents an example of the internationalization of the curriculum (IoC) in a non-English speaking country, Finland, by including the lecturers in the debate. The topic is highly relevant, as IoC is becoming a focus area in Europe, and internationalization has been identified as an area in need of improvement in the Finnish system of higher education. The findings demonstrate that many lecturers are familiar with the meaning of IoC, but its implementation is highly dependent on the priorities at the institutional level. The lecturers can incorporate inclusive curriculum content and perspectives of the future profession in their teaching, but they do not have competencies, resources, and tools to adapt their teaching styles to an international, culturally diverse teaching and learning environment. Thus, IoC in Finland calls for the establishment of a new program design culture supported by the institution with the focus on international and intercultural learnin...

Universities around the world are increasingly adopting internationalization strategies, which call attention to intentionality in using the curriculum and regional networks as ways to achieve university agendas. Internationalization of the Curriculum (IoC) endeavors are typically led by a select group of individuals within a single university, and often struggle to gain diverse widespread support within the university community (Leask, 2013). However, university networks, which demand interconnectivity, have been argued to "constitute the core of internationalisation," and present varied academic opportunities for engagement that expand channels of information sharing and knowledge creation (de Wit & Callan, 1995, p.89). Therefore, university networks have unexplored potential in providing unique learning opportunities for member institutions' faculty and staff in internationalizing their curricula, while also advancing their institution's internationalization agenda. Through a framework of network theories, professional learning theory, and an internationalization of the curriculum conceptual framework, this study investigated faculty and staff engagement with one network, and how their engagement has influenced conceptualizations of internationalization of the curriculum. Drawing from semi-structured interviews with fourteen members of faculty and staff from two of five universities in a European university network, the results demonstrate that this network supports faculty and staff in contextualizing and conceptualizing internationalization. The analysis points to the differences in conceptualizations of IoC, depending on the level of faculty and staff engagement with the network. The diverse representation of faculty and staff at network events created significant interactions where individuals were able to validate and share their experiences and expertise related to internationalizing curriculum, as well as critically examine their own approaches and university policies. Faculty and staff engagement with the network resulted in mature conceptualizations of internationalizing curriculum, and contributed to a greater adaptability to working in changing, intercultural environments. The study suggests that engagement in this network is conducive to the internationalization of one's academic Self, and to fostering a greater sense of regional camaraderie (Sanderson, 2008). Finally, the results of this study demonstrate one university network's ability to engage an increasing mass of reflective faculty and staff that are aware of internationalization and its implications for their learning environments. The contributions of this study are significant for university leaders, scholars, and practitioners, and especially those working in the nuanced intersection of internationalizing curricula and university networks. v TABLE OF CONTENTS TABLE OF CONTENTS .

Educators and student affairs professionals are responding to the call for internationalizing education to keep pace with social, political, and economic globalization. This article provides a qualitative description of the transformation and globalization of an undergraduate college. Successful implementation of a college-wide international initiative is derived from the congruence between an academic agenda, student personal goals, and an institutional priority of globalization. Ultimately, an international experience benefits students academically and in personal growth and maturity.

The COVID-19 global pandemic has put the growing reliance on international students in higher education into sharp relief. With the increasing emphasis on the value of higher education as both an export market and a revenue generator and the consequent increases in international student enrollment at colleges and universities, higher education leaders are seeking to provide curricula which reflect the global perspectives that students need to work and function within increasingly complex and multicultural work environments. A literature review was conducted to determine how institutions are approaching curriculum internationalization as a way to prepare students as global citizens. This paper explores four rationales for internationalization including the political rationale, the economic rationale, the socio-cultural rationale, and the academic rationale. We also provide an overview of strategies that can be utilized to internationalize higher education curriculum. These are centered on supporting faculty, developing partnerships, international student experiences, language integration, and curriculum learning outcomes. The following four common and evolving approaches for internationalizing curriculum are reviewed: the add-on approach, the infusion approach, the transformational approach, and the social responsibility approach. Several notable shortcomings in these approaches are outlined, and the paper concludes with a number of proposals for future empirical research in this area. This work helps to fill a gap in understanding how to implement these important curriculum reforms.