Digital internationalisation needs to bridge, not widen gaps

In an era in which the extended reality market is booming, projected to reach a staggering US$446.6 billion by 2031, and AI chatbots like ChatGPT are becoming ubiquitous in our digital interactions, debates about the future of digital internationalisation in higher education have never been more pertinent.

The intersection of technology and international education is redrawing the landscapes and possibilities for international education. As we detail in the new book Digital Internationalization in Higher Education: Beyond virtual exchange, this technical (re)evolution introduces new, complex power dynamics, equity considerations and ethical dilemmas for the future of internationalisation in higher education.

We must ask: are we digitalising international education, or are we internationalising digital inequities?

A critical approach

The rapid acceleration of innovations like extended reality (XR) and artificial intelligence are pushing internationalisation in new directions. However, the speed of change also creates new challenges for the field regarding access, ethics, partnerships and environmental impacts.

A critical approach is necessary, as the potential benefits are not inherent but depend on the technological, economic and political geographies within which higher education institutions operate.

A critical approach recognises the Janus-like reality of the opportunities and challenges that new technologies pose. It recognises that digital internationalisation both bridges and widens the global educational divide.

It recognises the potential of virtual exchange to expand access to education, but also the dangers of perpetuating digital divides, exploiting user data and commodifying experiences.

It recognises the potential of cross-border partnerships but also power imbalances that can arise between institutions in the Global North and the Global South.

It recognises the reduced carbon footprint from alternatives to physical mobility but also the environmental costs of the raw materials and energy required to power AI and blockchain technologies.

Assumptions and risks

Digital advancements have been celebrated for their potential to democratise educational access across global divides, yet the reality of digital internationalisation is mired in complexities that challenge these optimistic assumptions.

Concerns are mounting that efforts in digital internationalisation may inadvertently prioritise revenue generation over the foundational social, cultural and political values of international education. This shift towards a market-driven approach risks sidelining the very principles it aims to uphold.

The digital divide in education further exacerbates inequalities, leaving students in rural and low-income areas grappling with barriers to online class participation and access to digital resources.

The predominance of English-centric content and Western perspectives in digital education platforms threatens to marginalise non-Western knowledge forms, potentially homogenising global educational paradigms to the detriment of cultural diversity and richness.

Moreover, the unchecked expansion of Western educational models through digital platforms could reinforce existing global inequities, echoing patterns of neo-colonialism where knowledge and power dynamics remain skewed in favour of the West.

In this sense, digital internationalisation serves to continue and perhaps accelerate long-standing patterns of inequality and privilege rather than mitigate them. This scenario underscores the urgent need to critically examine how connectivity, access to technology and power dynamics shape educational policies and practices.

Unequal partnerships

Partnerships and networks are crucial for the success of digital internationalisation efforts, and their sustainability is often dependent on formal support and backing. Informal collaborations can spark innovative projects, but for these ventures to last, they generally need the support of institutional structures that can provide necessary resources, career development opportunities and recognition from leadership.

In the context of virtual exchange (VE), partnerships serve as the foundational building blocks and are a significant factor in the success of VE initiatives. Effective partnerships and networks require clear and consistent communication, institutional administration and leadership support, a clear articulation of programme needs and objectives, adaptability to changing circumstances and trust and past experiences that can be leveraged.

The quality of partnerships at every level – whether among students, educators, administrators or those seeking to create or sustain a network – can significantly influence the outcomes of VE efforts. Logistical challenges also affect partnerships, such as time zone differences, varying academic calendars and technological issues, which can impact the engagement and participation of students.

These challenges may seem neutral at first, but they can illustrate underlying power imbalances between partners, especially when structural inequity is involved. Additionally, the design and implementation of virtual programmes should seek synergistic rather than symmetrical connections and be aware of the power structures underlying the media and technologies used.

This is particularly important when forming partnerships between institutions in the Global North and the Global South, where there is a need to navigate power imbalances and communication challenges.

Persistent digital divides

Digital inclusion in education is more than just a technical issue; it involves confronting deep-seated social inequities and power dynamics. Inclusion in the digital era should be designed to accommodate diverse learners, considering factors such as disability, culture, language and socio-economic status.

While often seen as a pathway to democratising education, access to technology is not uniform across populations. Many individuals still lack access to reliable internet and digital devices, essential for participating in today’s digital society. Digital divides in digital internationalisation are multifaceted, with barriers including the cost of internet access, especially in rural areas, and the availability of robust digital infrastructure.

Initiatives that do not consider the cultural construction of concepts such as gender, childhood and education may inadvertently impose Western-centric perspectives, which can alienate learners from diverse backgrounds.

The dominance of English in digital spaces is another form of exclusion, reinforcing colonial linguistic hierarchies and potentially marginalising non-English speakers. To counteract this situation, educational materials and programmes should be linguistically inclusive and culturally relevant, and educators should endeavour to develop and implement open and interoperable technologies that support various languages and cultural contexts.

Sustainability beyond emissions

The drive towards environmental sustainability is a critical factor in the push for digital internationalisation initiatives. The shift from physical to digital modes of international education activities is seen as a way to reduce the carbon footprint associated with academic mobility.

Despite these potential savings, there is a need for a more nuanced discussion. The shift to digital platforms has environmental costs, such as the increased demand for raw materials and the generation of e-waste.

This duality is evident in the way digital internationalisation shifts universities’ ecological footprints. While digital alternatives may cut emissions, their overall sustainability impact depends on how institutions manage their full environmental footprint.

In addition to the environmental considerations, sustainability in international education is also intertwined with complex issues such as institutional prestige, revenue generation and cultural aspirations associated with physical mobility.

These concerns are particularly pressing given the varying degrees of vulnerability to climate change effects across different regions. A commitment to sustainable development that prioritises human security and capabilities is essential for creating an equitable and environmentally responsible approach to international exchange.

Hard truths for our digital future

Digital internationalisation is not just about technology; it demands a commitment to equitable access, ethical partnerships and environmental sustainability. We must confront hard truths. The same XR and AI technologies that collapse geographical boundaries have the potential to exacerbate digital divides.

If technologies meant to connect us further entrench hierarchies, their promise rings hollow. Expanding access demands we confront embedded inequities in technology infrastructure, resources and power dynamics between the Global North and South.

Higher education institutions must build partnerships that prioritise mutual respect, resource sharing and the co-creation of knowledge. Justice requires more than delivering Western modes of learning to global populations; it means co-creating digital spaces that integrate non-Western paradigms and include marginalised perspectives.

We cannot achieve carbon neutrality only to replace it with new forms of e-waste. Institutions implementing new digital internationalisation strategies bear the responsibility for equitable access, ethical partnerships and environmental sustainability.

Chris R Glass is a professor of the practice at the Lynch School of Education and Human Development and affiliated faculty at the Center for International Higher Education at Boston College, United States. Melissa Whatley is an assistant professor of international and global education at SIT Graduate Institute, US. Taylor C Woodman is an assistant clinical professor and associate director for faculty global engagement at the University of Maryland, College Park, US.