This study aims to synthesize the state of the literature on psychological conditions for academic staff engagement in curriculum internationalization.The change meaningfulness (sense of purpose), change-related psychological safety (sense of competence) and change self-efficacy (sense of self-confidence) can lead to relevant teacher engagement.

Internationalization integrates international, intercultural or global dimensions into post-secondary education (Knight, 2003), driven by rationales encompassing academic, political, economic, and social/cultural aspects. Additionally, the concept of Internationalization at Home (IaH) underscores intercultural and international integration within the campus setting (Knight, 2004). An increasing focus on enhancing the international dimension of teaching and research aims to prepare domestic students and academics for international effectiveness and competitiveness through internationalized curricula and teaching/learning processes (Knight, 2004). In keeping with UFPel's commitment to internationalization and its initiatives to enhance IaH, the Internationalization Strategic Plan was implemented in 2018. Building on this achievement, UFPel approved its Language Policy in 2020 to increase language learning accessibility, elevate language education standards, and foster linguistic and cultural diversity within the institution. Notably, the Coordination of International Relations (CRInter) played a pivotal role in driving these initiatives, leading the development of the Strategic Internationalization Plan and actively participating in discussions that shaped the language policy document. Both documents address the institution's challenges and opportunities in the international dimension of higher education (Knight, 2004). However, in a setting with limited personnel, challenges in language policy implementation and internationalization emerge. Resource allocation and workload distribution require creative solutions to provide comprehensive language support for students, faculty, and staff. Considering this scenario, the presentation explores two initiatives in the ongoing curriculum internationalization process at UFPel devised by the CRInter language policy team. Both initiatives a) share the objective of enhancing UFPel's community engagement in English academic practices through reflection and the proficient, autonomous creation of tailored written and oral genres, and b) are grounded in the theoretical framework of English as a Medium of Instruction (EMI), the flipped classroom model, the student-centered approach, and Project-Based Learning. The first initiative - the EngageEd Language Lab - is scheduled for implementation in 2024 and prioritizes faculty development by emphasizing EMI. It aims to enhance instructional skills, improve language proficiency among faculty members, and foster a supportive community where language serves as a medium of communication among peers and a tool for academic exchange. Responding to articulated needs, this initiative allows faculty members to share insights, best practices, syllabi, and lesson plans in English. The meetings should also serve as a space for seeking and providing assistance, advice, and collaborative solutions in English or any other language from participants' linguistic repertoires. The second initiative involves sharing insights from the inaugural run of the graduate course "Academic Presentations in English," an exemplar of successfully implementing an internationalized curriculum. Evolving from its precursor, "Workshop on Academic Presentations," the graduate course offers a comprehensive syllabus to refine English language skills for effective academic communication. In 2023, students delivered presentations in English during a panel at "Semana Integrada da UFPel." Due to its success, the panel will be a recurring feature in the university's event schedule from 2024 onward. Both initiatives presented reflect a commitment to providing a more in-depth and specialized learning experience to faculty and students, preparing participants for the demands and opportunities of internationalization.

Global July Program is an initiative designed and executed by UFJF International Office since 2017 and has shown great results in terms of internationalization at home for the university. The program happens annually and has evolved throughout the years, representing nowadays an excellent tool for strengthening and diversifying partnerships, improving the quality of graduate programs, promoting UFJF worldwide, providing an internationalized experience for a great number of our students and challenging our professors in teaching in a foreign language. It consists in a varitey of short-term courses for both undergrad and grad students from UFJF and our partner institutions taught by our professors and guest lecturers. All courses are free of charge, taught in foreign languages and we have on campus and online options. The 2023 edition innovated by allowing grad courses offered in the Program to be counted as regular courses for their students. The goal of this presentation is to be able to share our experience on the program and be able to contribute to potential initiatives in internationalization at home in other Brazilian HEIs. It will also be a good opportunity to get insights from our peers to improve Global July.

In the evolving landscape of higher education, double degree programs have emerged as a significant trend, especially in engineering. This session presents an in-depth case study of Instituto Tecnico Lisboa, a premier technical university in Portugal, renowned for its engagement in the T.I.M.E. (Top Industrial Managers for Engineering) association. This network, encompassing 56 institutions from 24 countries, has been pivotal in promoting bi-cultural and bilingual education through its 315 active double degree agreements.


Our analysis focuses on the multifaceted dimensions of these programs, including their duration, language requirements, financial implications, credit recognition, and recruitment processes. The case study aims to shed light on the operational intricacies of managing such programs and the diverse experiences of the 500-plus students enrolled annually.


We delve into the unique challenges and opportunities presented by these programs, emphasizing that no single model fits all scenarios. A double degree program between Japan and France differs significantly from one between Portugal and Brazil, reflecting the diverse educational and cultural landscapes of the partner countries. This diversity necessitates a decentralized approach to quality assurance and degree certification, resting primarily with individual institutions and countries.


This session will also feature insights from the T.I.M.E. Association, providing valuable feedback on the various cooperative models within its network. The goal is to offer a comprehensive understanding of the pros and cons of double degree schemes in engineering education, illuminated by concrete examples from a global perspective.