The role of host institutions in advancing sustainable and inclusive higher education internationalisation in Africa: lessons from three South African universities
Globalisation has increased the internationalisation of higher education across Africa; however, persistent inequalities in access, participation, and knowledge production continue to challenge the sustainability and inclusiveness of these processes. Although considerable attention has been given to internationalisation policies and cross-border collaborations, limited empirical evidence exists on how host institutions operationalise sustainable globalised higher education within African contexts. This study therefore examined the role of selected South African host institutions in advancing sustainable globalised higher education and explored how institutional practices promote inclusion, equity, and sustainability. A qualitative research approach, underpinned by a constructivist paradigm, was employed. Data were generated through one-on-one semi-structured interviews with 20 purposively selected participants representing university executive leadership, directors of international offices, academic staff, ICT specialists, and students across three public universities in South Africa. Thematic analysis was used to analyse the data. Rather than functioning as isolated initiatives, the findings revealed that host institutions advance sustainable globalised higher education through an interconnected system of institutional internationalisation strategies, curriculum innovation, digital learning and cross-border delivery, student and staff mobility support, and inclusive institutional practices. Together, these dimensions demonstrate a shift towards integrated, digitally enabled, and contextually responsive models of internationalisation that simultaneously strengthen global engagement and local relevance. The study contributes to knowledge by providing a holistic and contextually grounded understanding of how selected African universities actively shape sustainable globalisation, while extending Communities of Practice and institutional theory through evidence from African higher education. The study concludes that sustainable globalised higher education is most effectively achieved when internationalisation is embedded as an integrated institutional strategy that balances global competitiveness with inclusion, sustainability, and contextual responsiveness.
Transnational education (TNE) has emerged as one of the most dynamic and rapidly expanding dimensions of contemporary higher education, reshaping the way institutions conceptualise and pursue internationalisation in an increasingly globalised world. As globalisation continues to accelerate borderless educational exchange, TNE has grown from a peripheral activity into a central strategic concern for higher education institutions in both providing and receiving countries. However, despite the growing volume of literature on the subject, there remains a need for a comprehensive and critical synthesis of how TNE simultaneously influences institutional internationalisation strategies and affects the educational systems and economies of host countries, particularly within developing nation contexts. This study therefore addresses two core research questions: how TNE influences the strategic internationalisation processes of higher education institutions in both providing and receiving countries, and what impacts TNE has on the local educational systems and economies of host nations. To address these questions, a narrative literature review was conducted, drawing on approximately 73 peer-reviewed sources gathered from four major academic databases — Scopus, Web of Science, EBSCO, and Google Scholar. The findings reveal that while TNE offers considerable opportunities, including expanded access to higher education, enhanced graduate employability, and increased institutional competitiveness, it also presents significant challenges, among them quality assurance concerns, Western-centric curriculum design, financial dependency, and the risk of educational decline in host countries. Evidence drawn from the United Arab Emirates, Botswana, and Mauritius further illustrates how socioeconomic, political, and cultural contexts shape TNE adoption and its outcomes at the national level. It is consequently argued that sustainable and equitable TNE requires locally responsive, ethically grounded frameworks that balance the commercial imperatives of providing institutions with the genuine educational development needs of host countries, particularly in the developing world.
F. Qureshi· International Journal of Hig...· 0 citations
The global shift towards inclusive education, driven by international human rights frameworks including the United Nations Convention on the Rights of Persons with Disabilities (CRPD) Article 24 and Sustainable Development Goal 4 (SDG 4), demands systemic transformation driven by visionary leadership and institutional innovation. This paper provides a critical comparative analysis of the inclusive education frameworks in two island nations: Mauritius and Vanuatu. Contextualised for the national conference "Inclusivity in Education: Bridging Theory and Praxis," this study examines how divergent models of leadership operationalise inclusive education. Utilising qualitative document analysis and comparative-case-study methodology, the study contrasts Mauritius's centralised Special Education Needs Authority (SENA) with Vanuatu's recent university-centered, capacity-building approach through the National University of Vanuatu. Findings reveal that Mauritius leverages strong institutional leadership to pioneer dual-enrollment models and specialised resource centres, while Vanuatu innovates through systemic teacher training integration and the newly established Inclusive Education Resource Centre (IERC). The paper proposes strategic bilateral collaboration and actionable recommendations to bridge the persistent gap between inclusive education theory and classroom praxis, emphasising that effective inclusion requires both structural innovation and pedagogical capacity.
Deewakarsingh Authelsingh, Kushima Authelsingh· International Journal of Rec...· 0 citations
As artificial intelligence (AI) becomes increasingly embedded in higher education, empirical evidence on how institutional governance shapes its equitable and responsible implementation in South African universities remains limited. This study examined how institutional policies and governance practices influence the implementation and equitable use of AI in undergraduate education while contributing to international discourse on responsible AI governance. Guided by an interpretivist research paradigm, the study adopted a qualitative approach and employed a single-case study design within one public university in South Africa. Participants comprised university leaders, academic staff, professional support staff, and undergraduate students involved in or affected by AI governance and implementation. Data were collected through semi-structured interviews, focus group discussions, and document analysis and analysed using thematic analysis supported by inductive coding. The findings indicate that limited policy transparency, context-insensitive governance frameworks, unequal access to AI technologies, and weak institutional accountability can reinforce educational inequalities, particularly among first-generation and under-resourced students. Conversely, participatory governance, transparent decision-making, stakeholder engagement, and enhanced digital literacy promote more equitable and responsible AI implementation. The study proposes a multi-level governance model integrating institutional policy, stakeholder participation, and pedagogical practice to strengthen equitable AI adoption. It concludes that higher education institutions should develop context-sensitive AI governance frameworks, strengthen institutional capacity, and expand equitable access to AI technologies to advance fairness, inclusion, and responsible AI implementation.
R. Lumadi· International Journal of Stu...· 0 citations
The South African education system has increasingly progressed in educational access and promoting equity within historically marginalised schooling environments. Despite these reforms, managing learner discipline has become a challenge because it is an under-theorised feature of inclusive education. This study explores the experiences of ten departmental heads (DHs) in implementing inclusive disciplinary practices for learners in digitally evolving classrooms. Underpinned by the inclusive pedagogical theory and transformational leadership theory, this study utilised a qualitative approach within an interpretivist paradigm and a phenomenological design. Data were collected through open-ended questionnaires and semi-structured interviews and analysed through thematic analysis. The findings indicate that although DHs possess robust conceptual understanding of inclusive and restorative discipline, their capacity to implement these practices is limited by systemic and contextual challenges, including entrenched teacher beliefs, resource disparities, policy-practice disjunctions, and escalating administrative demands. However, DHs are strategically positioned to reframe disciplinary measures in inclusive education through well-conceptualised professional development programmes.
R. Mestry, T. Zwane· International Journal of Stu...· 0 citations
This study explores how transnational higher education networks may contribute to the development of more inclusive and sustainable communities through collaborative learning, institutional capacity building, and cross-cultural academic cooperation. Higher education institutions increasingly play an important role in promoting social inclusion, active citizenship, and sustainable development beyond their traditional functions of teaching and research. Using the Erasmus+ SOLIDARIS project as an interpretive case study, this research examines how collaboration among European and Latin American universities supported the development of shared competency frameworks, faculty learning processes, and institutional practices related to inclusion and civic engagement. This study adopted an interpretive qualitative documentary case study design based on the Erasmus+ SOLIDARIS project. The documentary corpus comprised project reports, training materials, competency frameworks, and selected institutional documents and project outputs generated during the initiative. The findings indicate that sustained transnational collaboration was associated with institutional learning, collaborative academic practices, and the co-design of educational tools that supported inclusive participation and capacity-building processes across diverse institutional contexts. The analysis also highlights challenges related to contextual adaptation, organizational asymmetries, and the sustainability of collaborative initiatives beyond external funding periods. The study contributes to discussions on the role of higher education institutions as agents of sustainable and inclusive communities, suggesting that transnational university networks may support long-term social engagement, institutional innovation and context-sensitive collaborative responses.
María Mónica Chachi Espinoza, Adrián García Chachi, Natalia Giovanna Chachi Quiroz· Societies· 0 citations
The decolonisation of higher education has become a significant discourse in South Africa, particularly following the #FeesMustFall movement and ongoing calls for curriculum transformation. Within accounting education, growing concerns have emerged regarding the continued dominance of Eurocentric knowledge systems and international accounting frameworks that often marginalise Indigenous Knowledge Systems (IKS) and local socio-economic realities. This marginalisation limits the capacity of accounting education to contribute meaningfully to social sustainability through inclusive knowledge production, equitable economic participation, and the development of socially responsible graduates. Guided by Decoloniality Theory and Human Capital Theory, this study examines how accounting curricula can integrate Indigenous Knowledge Systems and local economic realities to promote social sustainability while maintaining graduate employability and global competitiveness. This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework to synthesise peer-reviewed literature published between 2020 and 2026. Data were collected from Scopus, Web of Science, ERIC, Sabinet, and Google Scholar. Thematic analysis was used to identify recurring patterns and emerging themes relating to curriculum decolonisation, Indigenous Knowledge Systems, social sustainability, and accounting education. The findings revealed five dominant themes: the continued dominance of Eurocentric curriculum structures; increasing demand for contextualised accounting education; recognition of Ubuntu-based ethical principles; educator preparedness challenges; and growing support for hybrid curriculum models integrating local and global perspectives. The review found that integrating Indigenous Knowledge Systems, Ubuntu ethics, and local economic realities can enhance curriculum relevance, promote social inclusion, strengthen ethical accountability, and improve graduate preparedness for diverse socio-economic environments. The study further proposes a contextualised accounting curriculum framework that balances Indigenous Knowledge Systems, local economic realities, social sustainability objectives, and internationally recognised accounting competencies. The study recommends curriculum redesign, educator professional development, institutional support for curriculum transformation, and stronger collaboration among universities, communities, policymakers, and professional accounting bodies. The findings contribute to ongoing debates on curriculum transformation and provide practical insights for developing socially sustainable, contextually relevant, and globally competitive accounting education in South African universities.
Nokuthula Ngobese· International Journal of Sus...· 0 citations
