Call for Papers - Special Issue of Journal of Further & Higher Education

Special Issue Call for Articles – Journal of Further and Higher Education

Internationalisation of the Curriculum in Further Education and Higher Education: Voices from and in collaboration with the Global South

Guest Editors: Dr Dongmei Li, James Cook University, Australia and Dr Rosalind Latiner Raby, California State University, Northridge

Send any queries and submissions to: Meli li or to Rosalind Latiner Raby.

Description and Purpose of Work

The Journal of Further and Higher Education publishes extensively on diverse educational systems worldwide. From 2016-2025 there were 809 articles on practices in the internationalisation of higher education. Of these, four were on Internationalisation of the Curriculum (IoC) as a unique educational form of delivery. Internationalisation of the Curriculum examines how a subject is taught and places that content into the context of internationalised policies, practices, and processes (Raby, 2007; Leask 2021). IoC as a practice is world-wide (Brewer & Leask, 2022; Clark & Kirby, 2022; Weissova et al., 2024).

Internationalisation of the Curriculum research mostly focuses on the university sector and is predominantly centered on the use of European or Western definitions and constructs and from English-speaking domains (Gregersen-Hermans & Lauridsen, 2021). There is limited research on individual voices about their IoC experiences (Ahahjahan, et al., 2024), on alternative forms of instruction (Bahitlia & Oben, 2021), on epistemologies of the South (R’boul, 2022), on Indigenous knowledges (Yip & Chakma, 2024), on applications in Global South countries (David, 2024), and on applying critical internationalisation lens to learning and practice (Liang, 2024).

This special issue will bring in new voices, diverse and critical approaches, and emerging practices to share how IoC is re-shaping the higher educational landscape. Special consideration will be given to research that focuses on the Further Education sector (including TVET Colleges, pathway programs and Community Colleges) and voices from Asia, Africa, Latin America and regions throughout the world that are largely missing in the field. In this way, the Special Issue will provide context to IoC as an approach to diversity and inclusivity within the broader global context of decolonialism.

Proposed articles can explore the complexities of Internationalisation of the Curriculum at macro, mezza, and micro levels. At the macro level, articles can focus on policy, funding, and NGO initiatives. At the mezza level, articles can focus on governance, leadership, and mission. At the micro level, articles can focus on administrator, staff, faculty, and student voices. Comparative research is also welcome. Submissions can also focus on:

Internationalisation of the Curriculum beyond the English-speaking domain
Decolonising and/or Indigenizing curricula and pedagogy
Experiences from participating in internationalisation of the curriculum, collaborative projects, and/or Internationalisation at Home for Society

Proposed Word count:

Journal article: 5000- 8000 words

Submission Instructions

Please submit an abstract in a .pdf or Word document format by 1 November 2025 and include:

provisional title for the manuscript
abstract of up to 750 words (references not counted)
name, 150-word bio, and institution of the corresponding author
names, bios, and institutions of other authors
email address for the corresponding author

Submit your abstract to Dr Dongmei Li, Lead Guest Editor, by email.

Proposed Timeline:

1 October 2025 Call for Abstracts (750 words)

15 December 2025 Deadline for abstract submission

15 January 2026 Invitations for full-submission

1 May 2026 Receive final version

15 May 2026 Send to Begin Peer Review, feedback given / Articles Commissioned

30 November 2026 Finalize the revision stage

15 January 2027 Final version ready for publication

Submit for Spring 2027 – Special Issue published

References

Ahahjahan, R.A., Miao, S., & Baizhanov, S. (2024). Actualising curriculum internationalisation: An integrative review. Comparative Education Review 68(2), 262-285.

Bahtilla, M., & Oben, A.I. (2021). International students’ perception of research supervision in the Social Sciences: the case of three comprehensive universities in China. Journal of Further and Higher Education. Online. (pp: 327-340).

Brewer, E., & Leask, B. (2022). Internationalising the curriculum, teaching, and learning. In D.K. Deardorff, H. de Wit, B. Leask & H. Charles (Eds.), The Handbook of International Higher Education (pp. 242-264). Routledge.

Clarke, L., & Kirby, D. (2022). Internationalising higher education curricula: Strategies and approaches. Universal Journal of Educational Research 10(6), 408-417.

David, S.A. (2024). Dynamics and impacts of internationalisation on curriculum and instruction in higher education. Journal of Further and Higher Education. Online (pp. 510-523).

Gregersen-Hermans, J., & Lauridsen, K. M. (Eds.). (2021). Internationalisation in higher education. Internationalising programmes in higher education: An educational development perspective. Routledge.

Leask, B. (2022). Rethinking internationalisation of the curriculum. In B. Leask Mestenhauser and the Possibilities of International Education (pp. 164-176). Routledge.

Liang, S. (2024). Advancing internationalisation in the formal curriculum: Content integration and inclusive design. Journal of Studies in International Education (OnlineFirst).

R’boul, H. (2022). Intercultural philosophy and internationalisation of higher education: Epistemologies of the South, geopolitics of knowledge and epistemological polylogue. Journal of Further and Higher Education. Online. (pp. 1149-1160).

Raby, R. L. (2007). Internationalising the curriculum: On-and off-campus campus strategies. In E. J. Valeau & R.L. Raby. (eds.) International reform efforts and challenges in community colleges. New Directions for Community Colleges (138, Summer). Jossey-Bass.

Weissova, L., Gregersen-Hermans, J., & Pantelic, D. (2024). Academic voices: Continuing professional development for teaching in internationalised classrooms. Journal of Comparative and International Higher Education 16(5), Online.

Yip, S. Y., & Chakma, U. (2024). The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies. Journal of Further and Higher Education. Online. (pp. 287-300).