THE CONCEPT OF “INTERNATIONALIZATION OF HIGHER EDUCATION” IN SCIENTIFIC AND PEDAGOGICAL DISCOURSE

Abstract

Summary. The article presents a comprehensive structural analysis of the interpretations of the concept of "internationalization of higher education" in Ukrainian and partially foreign scientific and pedagogical discourse. The genesis, determinants, dynamics, dissemination characteristics, and approaches to interpreting the concept of "internationalization of education" have been elucidated. The position (hypothesis) is substantiated, according to which it emerged from the definition of "international education" and, under the influence of geopolitical, economic, and cultural challenges, transformed into the concept of "internationalization of education." A historiographic analysis of the contributions of Ukrainian scholars on the discussed issue revealed that they focused their efforts on studying foreign studies to select and retransmit productive ideas, definitions, and provisions. Less effort is devoted to producing their own views and definitions. This situation and the dominant approaches and emphases regarding the definition of the internationalization of higher education in foreign and Ukrainian science are illustrated based on the provisions of representative foreign and Ukrainian studies. The necessity of a comparative analysis of the definitions of "internationalization of education," "globalization of education," "transnational education," "cross-border education," and "education without borders" is emphasized. The peculiarities of the approaches of scientists from different countries and regions to the study of the problem of the internationalization of higher education are shown. Specifically, Englishspeaking scholars focus on the process of introducing an international dimension into educational programs and the organizational structures of universities; German-speaking scholars emphasize the multidimensionality of the manifestations of the internationalization of education, which ensures the interaction of universities in different countries considering international goals, principles, and norms, among others. The contributions of Ukrainian and foreign scientists who, through a comparative analysis of the evolution of scientific interpretations of the internationalization of higher education over the past thirty years, have identified the main trends in the development of this terminological discourse and the prospects for its further development are presented.