Conceptualising internationalisation
On this page, you can explore what internationalisation means at Karolinska Institutet and how it links to concepts such as global competence, sustainability, and inclusion. You’ll find guidance and inspiration to help you understand what internationalising your teaching might entail and what perspectives support diverse, globally informed learning for your students.
What is internationalisation of higher education?
Internationalisation in higher education goes beyond student mobility or partnerships — it’s about weaving international, intercultural, and global perspectives throughout everything we do in education and research.
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.
(de Wit et al., 2015)
This definition highlights that internationalisation is a deliberate and inclusive process, designed to benefit everyone across our academic community - educators, supervisors, researchers, students, and professional support staff. It aims for positive impact both locally and globally. Internationalisation encourages all of us to actively consider how diverse perspectives and experiences can enrich teaching, supervision, research, administrative practices, and the overall learning environment. By embracing this diversity, we strengthen collaboration, innovation, and the quality of education and research at KI.
Approaching internationalisation as a contribution to an institution’s social responsibility has the potential to strategically align multiple institutional agendas, increase opportunities, and improve impact because it encourages thinking globally and locally about social and intercultural engagement.
How does internationalisation link with other strategic agendas?
The complex interrelationship between internationalisation of higher education, equal opportunities, ethics, education for sustainable development (ESD), and interprofessional education (IPE) is increasingly recognised in scholarly literature. The symbiotic relationship between KI's common perspectives in education - internationalisation, equal opportunities, ethics, ESD, and IPE - creates a cohesive framework for inclusive, ethically oriented education addressing wicked challenges (challenges so complex that they require this type of interconnected approach). This section summarises key findings from recent academic studies to explore these interconnected themes, as shown in the figure below.
How does internationalisation promote equal opportunities?
Integrating equal opportunities in education implies the adoption of inclusive teaching and learning practices where everyone can learn and develop. Internationalisation and inclusive teaching are deeply interconnected in fostering equitable learning environments. Internationalisation broadens the cultural and intellectual diversity within classrooms, challenging educators to adopt inclusive teaching methods that recognise and accommodate a wide range of student backgrounds, languages, and learning needs.
Inclusive teaching aims to create supportive, accessible experiences for all students by valuing diverse perspectives and promoting active participation. By integrating international and cultural dimensions, educators design curricula that reduce bias and enhance engagement, ultimately contributing to better academic and social outcomes for diverse student populations and preparing globally competent graduates (Damiani et al., 2024).
What is the role of education for sustainable development (ESD)?
Education for Sustainable Development (ESD) is intrinsically linked with internationalisation and is underpinned by Sustainable Development Goal 4, target 7 (SDG 4.7). This target aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity (Valcke, 2020).
By embedding SDG 4.7 principles, internationalised higher education fosters curricula that prepare students to address pressing global challenges with an ethical, responsible, and collaborative mindset. This connection strengthens institutional commitments to creating transformative learning environments that underpin both local and global sustainability efforts within education systems (Menon & Suresh, 2020).
How does interprofessional education (IPE) connect?
Interprofessional education (IPE) is deeply connected to the concept of internationalisation in higher education by fostering collaboration across diverse healthcare disciplines and cultural contexts. Internationalisation enriches IPE by integrating global perspectives, which emphasises teamwork in delivering comprehensive, patient-centred care within increasingly multicultural, multilingual, and international settings.
Engaging in internationally informed IPE will help your students develop critical skills such as communication, empathy, cultural humility and respect for diverse professional and cultural backgrounds (Barlow et al., 2025). These collaborative and international learning experiences not only enhance individual competences and support more inclusive work environments but also improve healthcare outcomes, benefiting students and the global communities they serve.
What about ethics and internationalisation?
Ethics is a foundational pillar of internationalisation, guiding higher education institutions to design and implement curricula that are responsible, equitable, and respectful of global diversity. Internationalisation requires embedding principles of fairness, transparency, and social justice within the curriculum to ensure that diverse cultural perspectives and values are acknowledged and honoured. Ethical considerations in curriculum development help prevent marginalisation or exploitation of any group, promoting mutual understanding, inclusivity, and respect for human rights (Erkkilä et al. 2023). By integrating ethical frameworks into internationalised curricula, institutions foster learning environments where all students engage with content in a culturally sensitive and socially responsible manner, advancing both academic integrity and societal good.
To vaccinate our students against the forces of nationalism, we must provide them with international and intercultural learning experiences within their own home institutions
How can internationalisation be implemented in education?
Internationalisation in education can be effectively implemented through two complementary approaches: Internationalisation at Home (IaH) and Internationalisation of the Curriculum (IoC).
Internationalisation at Home (IaH)
IaH refers to the purposeful integration of international and intercultural dimensions into the learning experiences offered on the home campus, without requiring students to travel abroad. This includes activities such as international guest lectures, collaborative online projects, diverse student cohorts, and culturally inclusive learning environments. IaH aims to provide all students with opportunities to develop global competence regardless of mobility (Beelen & Jones, 2015).
Internationalisation of the Curriculum (IoC)
IoC involves embedding international, intercultural, and global perspectives directly into course content, learning outcomes, teaching methods, and assessment. This approach ensures that students engage critically with global issues, diverse knowledge systems, and cross-cultural understandings in their academic work, fostering lifelong global citizenship skills (Leask, 2009). KI secured a STINT-funded grant to internationalise the curriculum of some of its study programmes (Biomedicine, Nursing, Dentistry, and Occupational Therapy), find out more on our IoC portal.
Together, strategies like Internationalisation at Home (IaH) and Internationalisation of the Curriculum (IoC) broaden access to internationalised education, enriching learning experiences for all students. These approaches align with KI's goals of promoting equity, inclusion, and relevance in a globalised world, ultimately designing learning environments that are accessible, diverse, and responsive to the needs of an interconnected society. Building on these innovative educational perspectives, transformative learning offers a powerful pathway forward by fostering critical reflection, adaptability, and systemic thinking (Alam, 2022).
Is transformative learning the way forward?
Transformative learning goes beyond adding international or cultural dimensions to our curricula - it is about encouraging and supporting critical reflection, adaptability, and values that prepare our learners and ourselves for a sustainable and interconnected world. It challenges assumptions, encourages systemic thinking, and equips individuals and institutions to respond to complex global challenges.
This approach aligns closely with KI Strategy 2030, which emphasises global engagement, equity, and sustainability. By embracing transformative learning, KI can create educational environments that not only transmit knowledge but also cultivate the capacity for innovation, ethical responsibility, and lifelong learning.
"A sustainable university is not simply about greening operations or adding sustainability content to courses; it is about rethinking the purpose, process, and practice of higher education itself.”
— Stephen Sterling (2013)
Related courses
Photo: Getty Images.Two2Tango, tandems for teaching in the glocal classroom
This course is intended for teachers who wish to develop their teaching skills and their intercultural awareness for teaching the international classroom in English.
Teaching in the glocal university
An introduction to the main issues surrounding teaching and learning at an international university.
The course will enable participants to reflect upon their current teaching practices, while gaining a better understanding of their students, their backgrounds and needs.