Internationalization of African Universities: South African Student-Centred Transformational Agenda

Abstract

The internationalization of African Universities is not a new phenomenon, specifically because the system of higher education is considered a vital link to the attainment and dissemination of global knowledge. Over the years, internationalisation has been advanced through student exchange programmes enabling the calibration of local, national and international cooperation in African universities. However, the disruptions of COVID-19 impacted negatively on the entire institutional processes and national economies. With the emergence of COVID-19 pandemic season, several African institutions, specifically the education systems were compelled to adjust rapidly to institutional changes. In South Africa, internationalisation of Higher Education Institutions (HEIs) fosters an inclusive learning environment nationally. However, this role requires an interweaved approach that incorporates both intercultural and international dimensions. By blending the teaching curriculum, research and extracurricular activities, these activities aid students in effectively broadening their academic development. Internationalisation of Universities enable students to engage in greater international cooperation, innovation and scholarly inspiration. In post-COVID-19 era, South Africa local universities grappled with the emerging platformisation and accelerated technological innovation on teaching and learning. This reality sets a note for an urgent need to draw an understanding on how technological innovations coupled by a rapid integration of internationalisation in HEIs remain critical. These developments enriching academic excellence through a tapestry of cultural perspectives brought by a diverse student population and transformed curricula.  This paper’s main contribution to the internationalization of African Universities debates lies in its nuanced analysis of internationalization within the context of South Africa. The paper uncovers the tensions between internationalisation and the decolonisation rhetoric as key aspects of transformation agenda in African Universities, specifically in South African Higher Education Institutions (HEIs). The paper argues that despite the growing necessity for decolonialization of the curriculum in African universities, in South Africa, a student-centred approach to internationalization remains critical to enhance transformation, in its broader sense.