In the rapidly evolving landscape of global higher education, emerging economies face unprecedented challenges and opportunities that redefine traditional paradigms of knowledge exchange and institutional cooperation. A recent study published in the prestigious ECNU Review of Education on May 9, 2025, critically examines the multifaceted dynamics of South–South higher education interactions amid what the authors term the "triple disruptions." These disruptions—driven by technological innovation, educational upheaval during the global pandemic, and expanding socioeconomic disparities—form a complex backdrop against which emerging economies are reimagining their academic and collaborative frameworks.
The research, spearheaded by Zhejiang University doctoral candidate Jingji Zhang and supervised by Professor Hantian Wu, employs a rigorous content analysis method, exploring a diverse set of documents spanning academic papers, national education policies, and institutional reports. Central to their theoretical framework is the integration of Southern epistemologies, which challenge established Western-centric viewpoints and seek to re-center the role of knowledge production within the Global South’s unique contexts. By leveraging the nuanced typology of inward- and outward-oriented higher education internationalization, the study elucidates how cooperation between Southern universities is shaped by both internal consolidation and strategic external engagement.
South–South higher education interactions, as revealed in this study, predominantly exhibit inward-oriented expansion diffusion, a mode that emphasizes the strengthening of regional and institutional capacities before outward projection. This focus on internal fortification allows these systems to build resilience and sustain autonomy amid external pressures. Notably, the concept of “relocation diffusion” arises as a critical lens through which outward-oriented internationalization is scrutinized—bordering on new forms of neo-colonialism wherein soft power strategies subtly influence academic priorities and governance.
The researchers underscore the necessity of adopting a decolonial approach to the digitalization processes enveloping modern academia. Digital transformation, while potentially democratizing, harbors risks of perpetuating dependency and eroding the sovereignty of Southern institutions. Zhang and Wu argue for frameworks that safeguard autonomy and cultural specificity, ensuring that technological integration empowers rather than undermines regional academic agendas. This call directly challenges the hegemony of Western digital infrastructures and pedagogical models that dominate the international higher education milieu.
One of the paper’s pivotal contributions lies in its epistemological interrogation of collaborative practices, spotlighting how South–South interactions can foster alternative knowledge systems and educational methodologies that resonate more effectively with local realities. This perspective dismantles conventional hierarchies of validity and advocates for a pluralistic academic ecosystem where diverse pedagogies and research paradigms coexist. Such pluralism is indispensable for navigating the triple disruptions, as it enables flexibility and innovation beyond the constraints of global North-centric models.
The complexity of these interactions is further complicated by strategic geopolitical considerations, where states and institutions seek to reclaim agency in global knowledge production. Here, inward-oriented cooperation is not merely a practical necessity but a political imperative, cultivating niches and institutional profiles that enhance negotiation power on the world stage. The authors emphasize that countries in the Global South must strategically realign resources and leverage regional strengths, fostering equitable partnerships rather than replicating hierarchical, asymmetrical relations typical of North-South exchanges.
Zhang and Wu’s analysis provides empirical evidence that regional cooperation, rooted in shared developmental trajectories and cultural proximities, remains the most viable form of higher education interaction under conditions marked by disruption. This form of cooperation optimizes resource utilization, promotes mutual capacity building, and offers alternatives to the often extractive dynamics of global academic collaborations. The emphasis on regionalism also acts as a buffer against the volatility introduced by global crises, such as pandemics and economic shocks.
Moreover, the study critically interrogates the broader discourses surrounding the internationalization of higher education. It calls for a reconceptualization that transcends mere mobility and rankings, advocating for transformation centered on justice, inclusivity, and epistemic diversity. Such a reconceptualization challenges scholars and policymakers to rethink metrics and policies that have long privileged Western standards, pushing instead toward frameworks that validate Southern experiences and contributions.
The notion of “critical methodology,” inspired by the works of scholars like Jooste and Heleta, is integral to this approach. The authors stress that research on higher education internationalization must confront inherited biases and power asymmetries. This involves reflexivity, contextual sensitivity, and an acute awareness of how knowledge production itself is embedded within political economies of power. By foregrounding critical methodologies, the study invites a reshaping of both theoretical and practical engagements in the field.
Practical implications of the research are profound. Policymakers and academic leaders within the Global South are encouraged to invest in strategic planning that highlights distinctive institutional strengths and regional comparative advantages. Such positioning not only strengthens internal coherence but also enhances the potential for productive international engagements that are equitable and mutually beneficial. These insights resonate with ongoing debates about sustainable development and capacity-building in emerging economies.
Furthermore, the digital transformation of higher education demands special attention. The authors argue that digital inclusion strategies must be rooted in a decolonial ethos, where technology serves as a tool for empowerment rather than domination. This entails designing digital infrastructures and curricula that respect indigenous knowledge forms and foster local innovation ecosystems. The wake-up call is clear: without deliberate decolonial digital strategies, the Global South risks perpetuating dependencies that undermine academic sovereignty.
This comprehensive study bridges theoretical innovation with actionable insight, positioning South–South higher education cooperation as a vital arena for reimagining global academic futures. Through its nuanced analysis of inward- and outward-oriented internationalization and a critical engagement with the triple disruptions, it charts pathways towards a more balanced, just, and resilient global higher education system. Its findings serve as an urgent reminder that the Global South must claim its agency in shaping not only academic collaborations but also the very epistemologies that define knowledge creation.
In sum, Zhang and Wu contribute significantly to dismantling Western epistemic monopolies by validating diverse Southern knowledge systems and cooperation models. Their research instigates important conversations on how education systems can adapt to global disturbances without sacrificing cultural integrity or institutional autonomy. The study’s visionary insights pave the way for policymakers, educators, and researchers committed to fostering an inclusive and equitable global higher education order responsive to the challenges of the 21st century.
Subject of Research: Not applicable
Article Title: Reimagining South–South Higher Education Interactions Under “Triple Disruptions”
News Publication Date: 9-May-2025
Web References:
https://doi.org/10.1177/20965311251335986
References:
Zhang, J., & Wu, H. (2025). Reimagining South–South Higher Education Interactions Under “Triple Disruptions.” ECNU Review of Education. https://doi.org/10.1177/20965311251335986
Image Credits:
keone from Flickr
Keywords:
Education research, Education, Students, Educational methods, Educational levels, High school education, Graduate education, Undergraduate education, Teaching, Scientific community, Social sciences
