Abstract
During the post COVID 19, internationalization at home (IaH) is gradually becoming a hot topic worldwide, which is an increasing learning field of pedagogical practice. Aiming at obtaining an in-depth understanding of the epistemology of internationalization at home, this study applies the scoping review analysis led by the research questions: what is acknowledged from the current literature review about the theories and practices of internationalization at home (IaH) contextually? What are the problems, characteristics, and implications of internationalization at home (IaH)? This study explores 22 studies with two third published in the last ten years. This result indicates that the core epistemological idea of internationalization at home (IaH) is identified and analyzed from multiple perspectives. It involves different stakeholders in the field of internationalization of higher education, such as students, faculty members, administrators, and policy makers. Creating international curriculum/courses serve as the goal for advocating internationalization at home (IaH). In addition, advocating internationalization at home still encounters a plenty of problems, such as the limited educational resources and financial support and proficiency of foreign language. Moreover, the conclusion and remarks have been offered in the last.
Acknowledgements
Eryong Xue and Jian Li serve as co-first/corresponding authorship in this study.
Disclosure statement
No potential conflict of interest was reported by the authors.
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Notes on contributors
Jian Li
Jian Li, Assistant professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.
Eryong Xue
Eryong Xue, Professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.