Inclusive internationalization in Mexico: towards the construction of a newhigher education policy

Abstract

Introduction: Mexican higher education is undergoing significant transformations, marked
by the incorporation of international dimensions, though this growth reveals significant
access gaps that particularly affect vulnerable populations. The current internationalization
model is concentrated in privileged sectors, perpetuating existing inequalities and primarily
benefiting students from high socioeconomic levels.
Objective: This study aims to identify the fundamental elements that should comprise an
inclusive internationalization model for Mexican higher education, considering the available
evidence on inclusive educational policies and internationalization processes in Mexico and
Latin America.
Methodology: A systematic literature review was conducted following the PRISMA 2020
methodology, applying inclusion criteria for studies published between 2010 and 2024. The
selection process identified sixty studies that met the eligibility criteria for qualitative
synthesis.
Results: The results reveal three fundamental emerging categories: equity and democratized
access; interculturality and dialogue of knowledge; and institutional sustainability and
solidarity-based cooperation.
Conclusion: Successful implementation requires comprehensive approaches that combine
profound structural transformations, political will, sufficient resources, and the participation
of the university community. The empirical contribution provides systematic evidence of the
need for and feasibility of developing alternative models that democratize the benefits of
internationalization, thereby strengthening endogenous capacities while participating in
cooperative networks based on reciprocity and mutual benefit.