Internacionalización del currículum para la globalización académica y profesional: una revisión sistemática
DOI:
https://doi.org/10.63790/s0npgp96Palabras clave:
internacionalización del currículo, competencia intercultural, COIL, educación superiorResumen
Este artículo presenta una revisión sistemática que analiza la internacionalización del currículo para articular los procesos de globalización académica y profesional, a partir de examinar estudios indexados en Web of Science Core Collection (WoS). El diseño metodológico se estructuró conforme a las directrices PRISMA, complementadas con la estrategia PICOS para la delimitación de los criterios de elegibilidad y la organización de la síntesis analítica. En la fase de identificación se recuperaron 220 registros, que tras la eliminación de duplicados y la exclusión de documentos no correspondientes a artículos científicos dieron lugar a 117 registros únicos. Posteriormente, al aplicar el criterio de acceso abierto, se seleccionaron 53 artículos para el cribado por título y resumen, de los cuales 19 fueron evaluados en texto completo. Finalmente, 10 estudios cumplieron las dimensiones del estudio y conformaron el corpus de análisis.
Considerando los resultados, se evidencia el aporte de la internacionalización del currículo desde cinco variables: experiencias COIL y colaboración internacional mediada por tecnologías como mecanismos de internacionalización en casa; fortalecimiento de la competencia intercultural como resultado formativo transversal; diseño curricular internacionalizado como condición estructural de implementación; mejora de los resultados de aprendizaje y desarrollo de competencias globales vinculadas a la dimensión profesional; e influencia del entorno institucional, político y de mercado en la orientación y alcance de las prácticas curriculares. Los resultados demuestran que la internacionalización del currículo aporta a la globalización académica y profesional cuando a través de las capacidades docentes e institucionales se integran contenidos interculturales a la malla curricular y estos son medidos a través de los resultados de aprendizaje. Como proyección, se identifica la necesidad de avanzar hacia marcos conceptuales más consistentes y estrategias de evaluación comparables que permitan medir con mayor precisión sus impactos en el desarrollo de competencias globales y en la preparación profesional.
Descargas
Referencias
Adefila, A., Chen, Y., & Chao, C. (2023). Developing transformative pedagogies for transdisciplinary education. Innovations in Education and Teaching International, 60(4). https://doi.org/10.1080/14703297.2022.206f2032 DOI: https://doi.org/10.1080/14703297.2022.2062032
Ajibade, B., & Hayes, C. (2022). Using LEGO® Serious Play® in supporting Nigerian nursing students' transitions. Nurse Education Today, 119,105582 . https://doi.org/10.1016/j.nedt.2022.105582 DOI: https://doi.org/10.1016/j.nedt.2022.105582
Anuar, N. A. A., Ibnu, I., Ayub, S., Zulkefli, M., Anuar, N., & Serip Mohamad, N. (2025). Intercultural communication competence (ICC) in academic supervision: insights into international postgraduate experiences in Malaysian universities. Intercultural Education, 36(5), 1-12. https://doi.org/10.1080/14675986.2025.2465018 DOI: https://doi.org/10.1080/14675986.2025.2465018
Bakkalbasi, N., Bauer, K., Glover, J., & Wang, L. (2006). Three options for citation tracking: Google Scholar, Scopus and Web of Science. Biomedical Digital Libraries, 3(1), 7. https://doi.org/10.1186/1742-5581-3-7 DOI: https://doi.org/10.1186/1742-5581-3-7
Bartel-Radic, A., & Cucchi, A. (2025). How do students develop intercultural competence during international mobility? International Journal of Intercultural Relations, 105, 102132. https://doi.org/10.1016/j.ijintrel.2024.102132 DOI: https://doi.org/10.1016/j.ijintrel.2024.102132
Beneitone, P., & Yarosh, M. (2021). Comparative analysis of global competences. Tuning Journal for Higher Education, 8(2), 25-53. https://doi.org/10.18543/tjhe-8(2)-2021pp25-53 DOI: https://doi.org/10.18543/tjhe-8(2)-2021pp25-53
Bohman, D., & Borglin, G. (2014). Student exchange for nursing students: A qualitative study. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2013.11.006 DOI: https://doi.org/10.1016/j.nepr.2013.11.006
Borkovic, S., Nicolacopoulos, T., & Horey, D. (2020). Students positioned as global citizens. Higher Education Research & Development, 39(6), 1106-1121. https://doi.org/10.1080/07294360.2020.1712677 DOI: https://doi.org/10.1080/07294360.2020.1712677
Buunaaisie, C., Manyara, A., & Annett, H. (2018). Career experiences of international graduates. Public Health, 160, . https://doi.org/10.1016/j.puhe.2018.03.032 DOI: https://doi.org/10.1016/j.puhe.2018.03.032
Campoy-Cubillo, M., & Jimenez-Estrada, V. (2025, January). A critical approach to SDGs through Collaborative Online International Learning: experiences from Canada and Spain. Frontiers in Education, 9, 1520859. https://doi.org/10.3389/feduc.2024.1520859 DOI: https://doi.org/10.3389/feduc.2024.1520859
Caniglia, G., John, B., & Bellina, L. (2018). The glocal curriculum: A model for collaboration. Journal of Cleaner Production, 171, 368–376. https://doi.org/10.1016/j.jclepro.2017.09.207 DOI: https://doi.org/10.1016/j.jclepro.2017.09.207
Chabou, M., Elhamzaoui, N., & Akodad, M. (2018). The PICOS strategy for developing inclusion criteria in systematic reviews: Example from clinical research. International Journal of Advanced Research, 6(3), 1574–1578. https://doi.org/10.1186/s12911-018-0699-2 DOI: https://doi.org/10.1186/s12911-018-0699-2
Chadegani, A., Salehi, H., Yunus, M., Farhadi, H., Fooladi, M., Farhadi, M., & Ale Ebrahim, N. (2013). A comparison between two main academic literature collections: Web of Science and Scopus databases. Asian Social Science, 9(5), 18–26. https://doi.org/10.5539/ass.v9n5p18 DOI: https://doi.org/10.5539/ass.v9n5p18
Chea, P. (2026). Belt and Road Initiatives and educational policy. Asian Education and Development Studies, 15(2). https://doi.org/10.1108/AEDS-06-2025-0271 DOI: https://doi.org/10.1108/AEDS-06-2025-0271
Chong, C., Zhang, H., Guo, L., Qiu, Y., Valera Medina, A., & Ng, J. (2025). Effects of applying the BOPPPS-based collaborative online international learning model in a summer online course. Knowledge Management & E-Learning: An International Journal, 17(3), 497-518. https://doi.org/10.34105/j.kmel.2025.17.023 DOI: https://doi.org/10.34105/j.kmel.2025.17.023
Cuevas Álvarez, M. C., Pérez Mendoza, M., Vélez Tellez, M. A., Zetina Pérez, C. D., Coeto Calcáneo, I. A., & Alfaro García, S. M. (2025). Virtual exchange in curriculum strategy: A Mexican ethnographic study. Journal of International Students, 15(1). https://doi.org/10.32674/2n3mm069 DOI: https://doi.org/10.32674/2n3mm069
De Wit, H., & Altbach, P. (2021). Internationalization in higher education: Global trends and recommendations for its future. Policy Reviews in Higher Education, 5(1), 28-46. https://doi.org/10.1080/23322969.2020.1820898 DOI: https://doi.org/10.1080/23322969.2020.1820898
Díaz-Álvarez, C., Mojica, L., & Castañeda, D. (2023). Diseño y optimización curricular desde el enfoque descriptivo basado en mapas mentales y redes de conocimiento. Revista Educación en Ingeniería, 18(36). https://doi.org/10.26507/rei.v18n36.1267 DOI: https://doi.org/10.26507/rei.v18n36.1267
Eftekhari, P., Yousefzadeh, S., & Coelen, R. (2025). Curriculum internationalization at home. Journal of Studies in International Education. https://doi.org/10.1177/10283153241307967 DOI: https://doi.org/10.1177/10283153241307967
Halpern, C., Halpern, B., & Aydin, H. (2022). Lived experiences in international classrooms. International Journal of Multicultural Education.
Hassan, S. (2025). Intercultural Dynamics in Higher Education: Navigating Institutional Cultural Hubs. Journal of International Students, 15(11), 185-200. https://eric.ed.gov/?id=EJ1484186 DOI: https://doi.org/10.32674/8mdz7h78
Horn, A., Hendel, D., & Fry, G. (2012). Civic rationale for internationalization. Higher Education. https://doi.org/10.1007/s10734-011-9485-0 DOI: https://doi.org/10.1007/s10734-011-9485-0
Huang, Q., Kumarasinghe, P., & Wu, R. (2025). Cross-cultural learning in business students. Journal of Teaching in International Business. https://doi.org/10.1080/08975930.2025.2475749 DOI: https://doi.org/10.1080/08975930.2025.2475749
Jin, Y., Ma, X., Liu, Z., & Zhang, J. (2020). The PICOS model for literature retrieval and study selection in evidence-based medicine. Chinese Journal of Evidence-Based Cardiovascular Medicine, 12(3), 275–278. https://doi.org/10.1093/bioinformatics/btaa256 DOI: https://doi.org/10.1093/bioinformatics/btaa256
McNally, C., Quinonez, R., Bowles, J., Starchuk, C., Uyan, D., Byrne, S., & Senior, A. (2025). An International Perspective on Curriculum Reform. Journal of Dental Education. https://doi.org/10.1002/jdd.70080 DOI: https://doi.org/10.1002/jdd.70080
Methley, A., Campbell, S., Chew-Graham, C., McNally, R., & Cheraghi-Sohi, S. (2014). PICO, PICOS and SPIDER: A comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC Health Services Research, 14, 579. https://doi.org/10.1186/s12913-014-0579-0 DOI: https://doi.org/10.1186/s12913-014-0579-0
Mohamed, M., & Rahimi, N. (2025). Global Trends in Language for Specific Purposes Curriculum Development: A Systematic Review. Arab World English Journal, 16. https://ssrn.com/abstract=571Yashenkova,3543 DOI: https://doi.org/10.24093/awej/vol16no3.11
Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5 DOI: https://doi.org/10.1007/s11192-015-1765-5
Orsini-Jones, M., Jacobs, L., Finardi, K., & Wimpenny, K. (2025). Collaborative online international learning as a postdigital connected, embodied, relational & (socio)material Third Space: female voices. Higher Education Research & Development, 44(1), 237–252. https://doi.org/10.1080/07294360.2024.2429438 DOI: https://doi.org/10.1080/07294360.2024.2429438
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C. & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Ravdansuren, C., Altangerel, A., Ulzii, A., & Spulber, D. (2024). A Sustainable and Inclusive University on the Paradigm of Student Learning Satisfaction, Teacher Leadership, and Professional Disposition: The Case of Mongolian Universities. Sustainability, 17(1), 33. https://doi.org/10.3390/su17010033 DOI: https://doi.org/10.3390/su17010033
Seow, E. (2025). Decolonising the rhythm curriculum: integrating global groove practices in undergraduate aural skills. Music Education Research, 27(5), 593-603. https://doi.org/10.1080/14613808.2025.2565148 DOI: https://doi.org/10.1080/14613808.2025.2565148
Shen, Z., & de la Garza, A. (2025). How to Develop Global Competence in Chinese Learners? Collaborative Online International Learning Versus Research-Based Self-Study. The Asia-Pacific Education Researcher, 1-10. https://doi.org/10.1007/s40299-025-01038-1 DOI: https://doi.org/10.1007/s40299-025-01038-1
Spieler, K., Engtrø, R., Pedersen, L. L., & Olsen, A. (2025). A Collaborative online international learning (COIL) experience in early childhood teacher education. Education Sciences, 15(4), 494. https://doi.org/10.3390/educsci15040494 DOI: https://doi.org/10.3390/educsci15040494
Starr, L., Yngve, K., & Jin, L. (2022). Intercultural competence outcomes of a STEM living–learning community. International Journal of STEM Education, 9(1), 31. https://doi.org/10.1186/s40594-022-00347-x DOI: https://doi.org/10.1186/s40594-022-00347-x
Urrutia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507–511. https://doi.org/10.1016/j.medcli.2010.01.015 DOI: https://doi.org/10.1016/j.medcli.2010.01.015
Yashenkova, O. (2025). Enhancing democratic competences through action learning: from national initiative to COIL projects. Action Learning: Research and Practice, 22(2), 136–156. https://doi.org/10.1080/14767333.2025.2510789 DOI: https://doi.org/10.1080/14767333.2025.2510789
Zhang, Q., Mohammad Ismail, M., & Zakaria, A. (2025). Enhancing intercultural competence in technical higher education through AI-driven frameworks. Scientific Reports, 15(1), 22019. https://doi.org/10.1038/s41598-025-03303-1 DOI: https://doi.org/10.1038/s41598-025-03303-1
Zolo, Y., Mulwafu, W., Isiagi, M., Kinney, M., Le Roux, S., & Maswime, S. (2025). A qualitative evaluation of a global surgery course within the University of Cape Town’s master of public health curriculum: A cross-sectional study. PLOS Global Public Health, 5(12), e0005646. https://doi.org/10.1371/journal.pgph.0005646 DOI: https://doi.org/10.1371/journal.pgph.0005646
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Miseldra Gil Marín, Sandra Vera Ruiz, Beatriz Baroni (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
