Beyond The Discourse: The Internationalization Of The Curriculum In Higher Education From The FCQ-UJED

Abstract

In a context of growing interdependence among nations, the incorporation of the international, intercultural and global dimension in the curriculum has become a strategic necessity for higher education institutions. This integration not only responds to the demands of an increasingly connected world, but also contributes to the formation of citizens with a broad vision, capable of understanding and acting in diverse cultural realities (Knight, 2004; UNESCO, 2015). From this perspective, the internationalization of the curriculum should not be understood only as academic mobility, but as a broader process that involves integrating content, methodologies, training experiences and assessment strategies with a global and intercultural approach (De Wit & Leask, 2015).

Various international organizations have pointed out that this dimension strengthens educational quality and contributes to the development of key competencies such as critical thinking, intercultural communication, social responsibility, and global citizenship (UNESCO, 2022; AUIP, 2020). It also favors a more relevant articulation between higher education and the dynamics of knowledge in a global context (Altbach & Knight, 2007).