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In recent years, research identifying the intersection between internationalization of higher education and sustainability development has gained relevance, as well as the role and responsibility of universities in addressing the Sustainable Development Goals (SDGs). Although higher education institutions (HEIs) have addressed environmental sustainability through a range of measures, studies on the relationship between internationalization and environmental sustainability are scarce. Therefore, this study presents examples that seek to examine the relationship between internationalization and environmental sustainability in six non-central Latin American (LA) universities. Data were sourced from semi-structured interviews and a review of secondary data. The practices of these universities demonstrate that rich experiences can be offered to the wider world by institutions in non-central positions. The study shows that non-central LA HEIs have a strong connection with their local and/or regional environment and tend to focus primarily on global issues that support local development, rather than internationalization practices.

In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or "third mission" of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today's fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, researchers, and those involved in teaching and learning who seek to contribute to these endeavours.

This study focuses on the effect of internationalization on the wider society. The study analyses the results of a session on terrorism and media, where participants were the wider public in the United Kingdom. An experimental design with random group assignment was conducted where internationalization was operationalized by the training either being international, where a U.S. trainer co-conducted the intervention group session, or national, where a U.K. trainer co-conducted the control group session. Both groups were matched for age, education, and gender. While both groups did not significantly differ regarding a core personality trait--that is, openness--as well as the learning outcomes prior to the training, they differed significantly post training. Training on terrorism showed consistent learning effects for both groups, but was far greater in the presence of the U.S. co-teacher and these effects were long-term. Consistent with predictions, the presence of an international trainer produced significantly larger effects when compared with when the trainer was not international.

Internationalisation has so far been largely disconnected from major societal developments such as the rise of xenophobia, climate change or more recently the Corona crisis and research on internationalisation for society is scarce. The article provides the definition of such internationalisation in higher education for society (IHES) as well as its characteristics developed in a mapping study for the German Academic Exchange Service and describes examples of IHES activities in universities around the world. The author shows, that IHES as a special form of Internationalisation at Home (IaH) is still in its infant state, in contrast to classical internationalisation. The article then connects IHES with the most important societal challenge of our time: Corona, outlining different kinds of IHES activities that could be developed to help people during the Corona crisis. In a final excursion, the current movement towards online education as an answer to the Corona crisis is reflected upon from an IHES perspectives and possible applications are suggested.

Twelve years ago IHE published the essay "The End of Internationalization." It critiqued the focus on its commercialization and made a plea to rethink and redefine the way we look at the internationalization of higher education. This essay looks back and notices that things have not changed substantially and places the debate in the current context of multiple crises. It advocates the need for an active personalized internationalization with emphasis on our own social responsibility. [ABSTRACT FROM AUTHOR]