European Journal of Education Policy and Practice - Current Issue

The internationalisation of education is one of the core priorities in contemporary educational agendas. While this phenomenon is particularly prominent at the tertiary education level, it has increasingly permeated K-12 education systems. This article examines the internationalisation of upper secondary schools through four questions: how the concept is understood, how European policies support it, how it has developed in Italy over the past fifteen years, and which good practices emerge. Drawing on a review of international literature, European policy documents, and a detailed case study of Italy, the article uses longitudinal data from the National Observatory on the Internationalisation of Italian Schools and Pupil Mobility, as well as reports from award-winning schools. The findings show steady progress but also persistent challenges relating to access, equity, teacher preparation, and the coherent implementation of national policies. The article concludes by outlining implications for researchers, policymakers, and practitioners, calling for more empirical research and more inclusive, evidence-based strategies to support meaningful and equitable internationalisation in schools.

Our analysis overviews the current status of the internationalisation of higher education in Latin America and the Caribbean from a comparative, interregional, and global perspective. A description of the main characteristics of the process is provided, based on the main findings that emerged from the most recent global and regional surveys conducted by the International Association of Universities; and the UNESCO Chair Internationalisation of Higher Education and Global Citizenship at the University of Guadalajara. We note an important increase in internationalisation activities and committed engagement by academia and institutions. However, critical shortcomings hinder the region from reaping wider benefits from global higher education internationalisation. This is mainly due to limited planning and evaluation; insufficient financing mechanisms and little academic and student mobility; incipient curricular internationalisation and minimal international cooperation in research. Drawing on our analysis, we conclude by proposing steps that higher education institutions in the region should pursue in order to implement a new approach to internationalisation, more comprehensive and inclusive. Assessment on the progress and challenges of the internationalisation process are key for decision making on policy design.