Mapping the Digital Turn in Higher Education: A Bibliometric Comparison of Virtual Internationalization between Chinese and International Research (2014–2024)
Keywords:
virtual internationalization; digital pedagogy; bibliometric analysis; comparative research; higher educationAbstract
Over the past decade, virtual internationalization (VI) has become a pivotal strategy in higher education, offering technology-mediated alternatives to traditional student and faculty mobility. Drawing on a bibliometric analysis of 542 publications indexed in Scopus, Web of Science, and CNKI between 2014 and 2024, this study maps the thematic evolution and regional differences of VI research. The literature reveals three major clusters—virtual exchange, virtual mobility, and the development of language and intercultural competence—with virtual exchange emerging as the most prominent. Findings show clear contrasts between Chinese and international scholarship. English-language studies emphasize collaborative online learning, digital pedagogy, and innovations in global classroom design, while Chinese-language publications prioritize institutional strategies, policy compliance, and alignment with national development agendas. A sharp increase in output after 2020 underscores the catalytic role of the COVID-19 pandemic in accelerating digital internationalization. Nevertheless, cross-border co-authorship remains limited, and Chinese research is more often conceptual or descriptive, whereas international studies adopt empirical or mixed-method approaches. This analysis concludes that VI requires more robust theoretical grounding, interdisciplinary integration, and systematic evaluation models. It recommends that policymakers and institutions strengthen international collaboration and develop contextually relevant frameworks to support sustainable digital engagement in higher education.
https://doi.org/10.26803/ijlter.24.11.6
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