Abstract

Internationalization at home (IaH), as a part of internationalization, plays a very important role in the internationalization of higher education, especially in the post–COVID-19 era. Guided by the process model of global competence (GC), this systematic review examined how IaH impacts on students’ GC through two questions: (1) What are the categories of IaH? and (2) How does IaH impact students’ GC? A total of thirty studies were analyzed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and four IaH categories were identified: internationalized curriculum, international programs/activities, campus/community support, and virtual/online exchanges. Findings indicated that IaH significantly contributes to developing students’ GC by improving global attitudes, knowledge and comprehension, and skills. This study is limited by database scope and longitudinal and context-specific research. It highlights the need for institutions, policymakers, and educators to integrate IaH strategically, ensuring equitable and sustainable global education.