Abstract:
Internationalisation of the curriculum has been the subject of various
debates in recent years in higher education institutions. In particular, the need to
incorporate local knowledge systems when internationalising the curriculum con
tinues to be a major challenge in African universities. This study explores faculty
members’ experiences inherent in the internationalisation of the curriculum at one
Mozambican university. On the basis of semi-structured interviews with eleven
faculty members, two research questions were investigated: (1) How do faculty
members understand the internationalisation of the curriculum in their university?
(2) How are local knowledge systems embedded in the internationalisation of the
university curriculum? The findings revealed that the internationalisation of the
curriculum is mainly understood in terms of developing intercultural knowledge,
skills and values; mobility of students, teachers and academic programmes; and
teaching international students and languages. Some practices suggest opportu
nities for a more decolonised approach in the internationalisation of the university
curriculum, such as the integration of local languages and the practice of eth
noscience, with the main focus on ethnomathematics
