Qualitative study reveals limited and non-strategic curriculum internationalization in universities, highlighting a key gap between student mobility and inclusive teaching.
Turkish higher education increasingly focuses on internationalization, driven by the Erasmus Program, the Bologna Process, and rising international student numbers. Student mobility, particularly Erasmus, remains the most impactful initiative, though implementation varies among institutions. Despite this progress, curriculum internationalization and inclusivity—critical to global education—get limited attention in both research and practice in Türkiye. This study, stemming from a project, explores how various Turkish institutions approach these two areas. Given Türkiye's strategic location, growing international student body, and active role in European initiatives, it's essential to examine its position globally and regionally. Findings from this qualitative study show that awareness and implementation of inclusive, international curriculum practices are limited and non-strategic across Turkish higher education.
No takes yet. Share an insight, caveat, or question.
Esin Aksay Aksezer (2026) studied this question.
Synapse has enriched 4 closely related papers on similar clinical questions. Consider them for comparative context: