| For a long time, the "geographical" nature of Internationalization at Home (IaH) has been widely discussed, whereas its "contextual" nature has been neglected. Taking European countries, the United States, and Malaysia as three cases, exploring the contextual nature of IaH can contribute to the development of IaH in China's higher education. Research reveals that at the conceptual level, the IaH advocated by European countries, the comprehensive internationalization proposed by the United States, and the construction of an international education hub suggested by Malaysia, are all shaped by their respective positions within the global knowledge system. In practice, all three emphasize the localization of internationalization in higher education. The IaH of European countries is facilitated through policy advancements in the "Erasmus Programme", led by the European Association for International Education; the comprehensive internationalization of the United States is achieved through organizational and systemic changes, driven by American Council on Education; the development of Malaysia as an international education hub is achieved through the introduction of international branch campuses and credit transfer courses, propelled by government policies. Drawing on these experiences, China should reshape the concept of IaH within the context of building a "socialist education powerhouse with Chinese characteristics", aiming to draw upon the beneficial elements from the Western knowledge system in the "center-periphery" pattern of the global academic knowledge system and strive to surpass it; furthermore, China should advance the practice of IaH in the context of modernizing its higher education, effectively serving the strategic objectives of independently aiming to draw upon the beneficial elements from the Western knowledge system in the "center-periphery" pattern
of the global academic knowledge system and strive to surpass it; furthermore, China should advance the practice of
IaH in the context of modernizing its higher education, effectively serving the strategic objectives of independently
cultivating high-level talents and integrating the development of "education, science and technology, and talent".cultivating high-level talents and integrating the development of "education, science and technology, and talent". |
