Altbach e Hans de Wit1 Education The global challenges we are currently experiencing, mainly due to the phenome- na of pandemic and war in the heart of Europe, directly impact the needs of the knowledge economy and, in particular, the purposes of experience related to inter- nationalization. [...] Motives have come to change over the years – most recently the required contribution to the achievement of the Sustainable Development Goals contained in the 2030 Agenda – and now they are becoming even more urgent because of the inevitable and somewhat nebulous geopolitical rearrangement. [...] The increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created by the end of the 1980s a context that enabled a more strategic approach to internationalization in higher edu- cation. [...] The optimism at the end of the 1980s that internationalization would move from an ad hoc, marginalized and fragmented activity to a central point on the agenda of hi- gher education, had resulted indeed in a broad acceptance of internationalization as one of the core drivers of innovation and change in higher education. [...] A Counterreaction This focus on internationalization as a tradeable commodity resulted at the turn of the century in appeals for a return to ethics and values of cooperation by the Internationalization at Home movement in Europe in reaction to the focus on Erasmus exchanges (what about the 95% non -mobile students?), and a call for Internationalization of the Curriculum in the United Kingdom and A.
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- Italy
