Future Directions: Building Sustainable Models of Internationalization and Global Competence

This volume argues that the COVID-19 pandemic marked a pivotal turning point, significantly transforming global higher education and internationalization, requiring a reassessment of educational approaches to global learning and Global Competence (GC). Drawing on comparative case studies from Japan, the United States, Taiwan, South Korea, and Australia, the volume examines how institutions have adapted to international shifts, demographic change, digitalization, and generative AI. The findings show that GC is not a fixed or politically neutral concept, but is determined by many factors, including national policy, economic priorities, and global power relations. These case studies further highlight how hybrid and digital learning models broadened opportunities for intercultural engagement during and after the pandemic, while revealing inequalities in access, participation, and institutional support. The volume points out that sustainable internationalization must be developed beyond mobility-based approaches to favor intentional, inclusive, and interdisciplinary models that integrate digital and face-to-face learning. These findings can serve as a framework for reconstructing global competence as a fundamental educational outcome in an increasingly interconnected yet divided world.