Over the last decade, various emerging technologies and educational disruption, particularly during the previous global pandemic, have resulted in an increasing gap between emerging economies and the developed world, which represents the third of the "triple disruptions" that are shaping the macro-context of higher education. Under these circumstances, it seems necessary to examine the different types of South-South interactions in higher education in the context of the "triple disruptions", as well as their dynamics and challenges.
In a study published online on May 9, 2025, in ECNU Review of Education , researchers from Zhejiang University, doctoral candidate Jingji Zhang and her doctoral supervisor professor Hantian Wu, attempted to identify the rationale and strategies of different South-South higher education interaction models. Using the conceptual perspectives of Southern epistemologies and the typology of "inward- and outward-oriented" higher education internationalization, the researchers analyzed a range of selected documents, including academic literature, national strategies and legislation, and public reports issued by states, institutions, and other stakeholders that focused on South–South higher education interactions.
The findings suggest that South–South higher education interactions generally occur through a mix of approaches with a preference for inward-oriented expansion diffusion. Given the "triple disruptions," regional cooperation based on advantages and characteristics remains the most promising form of South–South higher education interactions. Additionally, the notion of new types of colonialism serves as a wake-up call for Southern countries' outward-oriented HE internationalization through relocation diffusion for soft power enhancement. "It is essential to develop a decolonial approach to digitalization to ensure that the South benefits without losing its autonomy," argued Zhang and Prof. Wu.
This study contributes to the critical examination of the Western-centric theoretical monopoly on internationalization in higher education by clarifying the principles and positions of South–South higher education cooperation through epistemological exploration. It draws patterns from the complex practices of existing South–South cooperation in higher education based on the typology of "inward- and outward-oriented" higher education internationalization and attempts to provide theoretical contributions in the context of the "triple disruptions." "A critical methodology is essential for research on higher education internationalization," as Zhang and Prof. Wu cited the viewpoints of Jooste and Heleta. Theoretical contributions can also be instructive for the practice. Based on the research findings, Zhang and Prof. Wu argued that "countries in the Global South must prioritize identifying a distinct niche and sharpening their institutional profile by realigning existing resources and cooperation strategies." "This approach can foster mutual benefits, compromise, and understanding, ultimately leading to the development of a more equitable and inclusive global HE system," they concluded.
