This piece emphasizes the urgent need for colleges and universities to align their internationalization efforts with the global social justice challenges of our time, and advocates for a comprehensive approach to curriculum development, highlighting the importance of integrating global perspectives and social justice outcomes across academic disciplines.

This piece reflects on a workshop led by the Diversity and Inclusion Team at Arizona State University, focusing on the decolonization of study abroad. The workshop aimed to engage students in understanding the colonial and neocolonial roots of international education and how to engage in ethical activism without perpetuating harmful dynamics such as white saviorism.

This article explores how the pause in mobility presents a unique opportunity to reimagine global education programs, particularly through exchange and faculty-led models. It emphasizes the importance of making these programs more accessible to a diverse student population by offering flexible options such as remote courses, virtual semesters, and thematic programs centered around critical global issues.

This article discusses the need to decolonize International Education (IE) by dismantling its colonial, capitalist, and white supremacist foundations. By reimagining program design, recruitment, and student preparation, IE can move toward a more ethical and transformative system that supports underserved students and challenges global power dynamics.

This article explores how integrating diversity, equity, and inclusion (DEI) with international education (IE) can enhance study abroad experiences. By combining DEI’s focus on identity-based inequalities with IE’s global perspective, students can become more responsible global citizens and allies.

This article explores how decolonizing the curriculum, even in contexts like Scandinavia where colonial legacies are often overlooked, demands a critical rethinking of whose voices are centered, how knowledge is curated, and who the university ultimately serves.

As higher education moves into a new era, education abroad professionals must embrace nimbleness to meet the evolving needs of Generation Z. Shaped by global crises and rapid change, Gen Z demands innovative, flexible approaches to intercultural learning. This article explores how intentional, nimble program design can create more inclusive, impactful international experiences for the future.

The pandemic reshaped international education, opening new opportunities through virtual global programs that increase access for immigrant and undocumented students. This article explores best practices for building inclusive virtual experiences that align with high-impact educational models.