Internationalization at home in higher education: a systematic review of teaching and learning practices

Purpose This paper explores current teaching and learning practices, benefits and challenges in the implementation of Internationalization at Home (IaH) in higher education. Design/methodology/approach The study follows a systematic review (SR) protocol in accordance with the PRISMA Statement, covering published research from 2018 to 2022. Through this process, we identified 58 peer-reviewed manuscripts meeting our inclusion criteria. We examined disciplines, locations of IaH, objectives pursued, modality of the IaH implementation, activities and resources used. Benefits and challenges were also analysed. Findings The SR reveals a growing adoption of IaH, employing various technologies and interdisciplinary methods to foster cross-cultural competence. It emphasizes diverse teaching activities and resources, aligning with digitalization trends. While IaH brings benefits like improved intercultural sensitivity, collaboration and skills development, it also faces challenges in language, technical, personal, pedagogical and organizational aspects, highlighting its complexity. Research limitations/implications Our search focused on research from 2018 to 2022, potentially missing earlier trends, and excluded grey literature due to quality concerns. The SR emphasizes online collaborative efforts in IaH, signalling a shift to digital internationalization. Institutions should invest in supporting such practices aided by strategic university alliances. A critical approach to "Global-North" collaborations is urged, promoting geographically inclusive IaH initiatives. Originality/value This study responds to the call for critical analysis on concrete examples of IaH. Through a systematic review, it explores recent teaching and learning practices, with a particular focus on the latest technological advancements. The study specifies learning objectives and identifies relevant tools for implementing IaH initiatives.