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Within the current globalized world, different learners engage with each other in an internationalized environment where knowledge is shared, mutual understanding is acquired and cultural barriers are overcome. With the advancement in technology, this internationalized environment is digitalized. The study aims at studying the perceptions of both Moroccan and non-Moroccan university students in relation to the role of the university in supporting internationalization. It aims also at exploring the role of e-learning in promoting internationalization. Quantitative data was collected via a web-based questionnaire and qualitative data was collected via interviews. The multicultural pedagogy (Banks, 1993) constitute the theoretical framework under which lies our study. The participants belong to different universities around the world: France, US, Canada, Morocco, Croatia and Turkey. Both quantitative and qualitative results have revealed that students lack deep understanding of the concept of internationalization. Besides, the role of peers and university staff proved efficient in integrating and engaging international learners. The findings have also revealed that there is a reduced frequency of using LMS platforms and students believe that in-person classes allow more integration than online courses. The participants have suggested offering more online courses with international focus and raising students’ and teachers’ awareness into the importance of e-learning. Overall, the study highlights the importance of designing courses in both in-person and online format adopting the multicultural pedagogy framework and the necessity of assisting teachers and students regarding the use of digital tools in internationalizing education.

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Internationalization of Education in the Digital Age: International Students’ Perceptions of the Importance of E-Learning as a Catalyst for International Higher Education

  • 章节

  • 发表日期：

    2025年

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  • Sara Fadli,
  • Latifa Arharbi,
  • Abdeljabbar El Mediouni

摘要

Within the current globalized world, different learners engage with each other in an internationalized environment where knowledge is shared, mutual understanding is acquired and cultural barriers are overcome. With the advancement in technology, this internationalized environment is digitalized. The study aims at studying the perceptions of both Moroccan and non-Moroccan university students in relation to the role of the university in supporting internationalization. It aims also at exploring the role of e-learning in promoting internationalization. Quantitative data was collected via a web-based questionnaire and qualitative data was collected via interviews. The multicultural pedagogy (Banks, 1993) constitute the theoretical framework under which lies our study. The participants belong to different universities around the world: France, US, Canada, Morocco, Croatia and Turkey. Both quantitative and qualitative results have revealed that students lack deep understanding of the concept of internationalization. Besides, the role of peers and university staff proved efficient in integrating and engaging international learners. The findings have also revealed that there is a reduced frequency of using LMS platforms and students believe that in-person classes allow more integration than online courses. The participants have suggested offering more online courses with international focus and raising students’ and teachers’ awareness into the importance of e-learning. Overall, the study highlights the importance of designing courses in both in-person and online format adopting the multicultural pedagogy framework and the necessity of assisting teachers and students regarding the use of digital tools in internationalizing education.