Dimensions and Components of Internationalization of Higher education Curriculum: Metasynthesis Based on the Roberts Model

Document Type : Scientific - Research

Authors

1 Ph.D. in Curriculum, Department of Educational Sciences, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.48308/mpes.2025.238848.1559

Abstract

Objective: In recent decades, attention to the international dimensions of higher education has become an inevitable factor in educational policy-making in various countries and has been welcomed by different educational systems. To achieve this, internationalization of higher education has been proposed as one of the fundamental tools to achieve this goal in the current era and as a logical response to the challenges posed by globalization. Universities worldwide have adopted this approach. Internationalization of the higher education curriculum refers to a process in which educational institutions integrate international, intercultural, and global elements and perspectives into the design, implementation, and evaluation of their curricula. The main objective of this process is to enhance students' international and intercultural competencies, enabling them to function effectively in global and culturally diverse environments. This topic has recently occupied a significant share of research in the area of synergy and emphasis on higher education in the global community. Therefore, this study aims to investigate its dimensions to provide a comprehensive image and perspective of this field.
Materials and Methods: In this study, a qualitative meta-synthesis method was used to analyze the internationalization dimensions and components of the higher education curriculum more deeply and comprehensively. The research data were collected using Roberts' six-step framework, which systematically and accurately organizes all stages from search to final data analysis. To this end, articles related to the internationalization of the higher education curriculum within the specified timeframe (domestic research from 2015-2025 and international research from 2014-2024) were searched and collected. The research domain included all articles that dealt with the internationalization of the higher education curriculum and related fields presented in specialized and scientific databases. After the initial review, 97 articles were obtained. The research sample consisted of 28 articles that were purposively selected based on thematic, content monitoring, and data saturation criteria. The collected data at this stage were analyzed using thematic content analysis to identify key patterns and themes. To ensure the credibility and reliability of the findings, the criteria of researcher self-review and peer review (evaluator agreement coefficient) were employed, which helped confirm the accuracy and precision of the data and research results and ensured that the obtained results reflected the existing realities in the field of internationalizing the higher education curriculum.
Discussion and Conclusion: With the analysis of data, the dimensions and components of the internationalization of the higher education curriculum were organized into five dimensions, 17 axes, and 78 categories, including objectives (comprising ultimate objectives, intermediary objectives, and partial objectives); inclusive features (comprising cognitive, skill, and affective dimensions); content (comprising multicultural content, comparative content, interdisciplinary content, practical, and skill content); teaching-learning approaches (comprising participatory methods, project-based methods, technological methods, cultural reflection methods); and evaluation (comprising comprehensiveness in evaluation, flexibility in evaluation, validity, and reliability). This comprehensive analysis helped identify and precisely define the components of curriculum internationalization and provided a systematic framework for implementing and evaluating internationalization processes. Considering the objectives, multicultural content, and participatory methods, this framework emphasizes developing learners' skills and knowledge and fostering international interactions and cultural competencies. Moreover, the comprehensive evaluation included in this framework, utilizing accurate and reliable criteria, allows educational managers and planners to continuously review and improve teaching-learning processes. With this approach, curriculum internationalization becomes a powerful tool for enhancing the quality of higher education, which can lead to the growth and development of scientific and cultural communities at the global level. This comprehensive organization helps academic managers and planners utilize modern approaches and diverse educational methods to internationalize their curricula. This not only prepares students for global challenges but also improves the quality of education and research in universities.

Keywords

References

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Journal of Management and Planning In Educational System
Volume 18, Issue 2 - Serial Number 35
September 2025
Pages 295-318

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