Full Description
This edited volume is the first to systematically examine how the internationalization of higher education and global competence are being redefined in the post-COVID era. The pandemic disrupted established models of student mobility and intercultural learning, prompting universities worldwide to adopt online and hybrid learning approaches. These changes raised urgent questions about whether higher education can continue to foster global competence—skills in intercultural understanding, critical thinking, and global citizenship—without physical mobility.
Bringing together scholars from Japan, Taiwan, the United States, England, and Australia, the book combines two multinational student surveys (2022 and 2024) with qualitative faculty interviews and policy analyses. It highlights national differences in fostering global competence, the role of digital natives in intercultural learning, and the impact of political and economic contexts on higher education.
The chapters also explore innovative practices such as undergraduate research, interdisciplinary curricula, and the inclusion of indigenous knowledge as essential to developing truly global graduates.
The volume concludes with forward-looking reflections on building sustainable models of internationalization and global competence. By bridging empirical evidence, theory, and practice, this book provides timely insights for researchers, educators, policymakers, and university leaders worldwide.
