Reimagining South–South Higher Education Interactions Under “Triple Disruptions”

Purpose This study aims to investigate the different types of South–South higher education (HE) interactions in the context of “triple disruptions,” using the conceptual perspectives of Southern epistemologies and the typology of “inward- and outward-oriented” HE internationalization. Design/Approach/Methods This study 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 HE interactions. The analysis centered on the rationales and strategies of different South–South HE interaction models. Findings The findings suggest that South–South HE 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 HE 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. Originality/Value This study contributes to the critical examination of the Western-centric theoretical monopoly on internationalization in HE by clarifying the principles and positions of South–South HE cooperation through epistemological exploration. It draws patterns from the complex practices of existing South–South cooperation in HE based on a typology and attempts to provide theoretical contributions in the context of the “triple disruptions.”