International Dimensions in Teaching and Learning

With the spread of globalization, the need to equip all students in higher education with international, intercultural, and global competencies has become more pronounced. International mobility has long been the preferred practice to achieve this. However, despite the continuous increases in international education, the limits on student mobility are undisputed. This is how internationalization at home became a policy priority. One of the most direct and impactful mechanisms of internationalization at home is through teaching, specifically through emphasizing international perspectives and content in course teaching. In this chapter, we analyze international dimensions in teaching and learning by comparing survey data from academics’ self-reported behaviors and perceptions. This study is guided by two research questions: (1) How do countries compare according to academics’ emphasizing international perspectives and content in teaching? and (2) How do the internationalization practices impact the internationalization of the curriculum across countries? The chapter utilizes the survey data of academic staff acquired within the global research network APIKS (Academic Profession in Knowledge-based Society) with a geographic focus involving 20 countries from three world regions. Our findings point to notable differences between countries and world regions in academics’ implementation of international perspectives or content in their course teaching.