Higher education faces unprecedented challenges and uncertainty due to geopolitical instability, rising student mobility, and an anticipated increase in student diversity across Europe (European Council, 2024). Concurrently, the ongoing internationalisation of universities, coupled with the neoliberal marketisation of higher education, has intensified teaching challenges by reshaping institutional priorities and pedagogical expectations (Sidhu & Dall’Alba, 2012; Hong et al., 2023). In this context, the employment of research-informed teaching strategies is of crucial importance in order to foster effective learning experiences (Zumpe, 2022; Ion et al., 2024).

In this study, teaching strategies in internationalised higher education refer to a set of intentional pedagogical approaches that educators employ to enhance students’ learning experiences in culturally diverse and international context. These pedagogical practices emerge from the dynamic interaction between institutional constraints and educators’ agency, aligning with classroom needs, institutional priorities, and policy directives (Sidhu & Dall’Alba, 2012; Zipparo, 2023; Bulut-Sahin, 2023; Gibbs et al., 2000).

The existing literature primarily examines international students' experiences in domestic country or focuses on isolated pedagogical strategies or English-speaking country context, rather than offering a comprehensive analysis of research-informed teaching strategies across diverse higher education systems. For instance, Ma (2022) examined how culturally and linguistically responsive practices support international students and faculty in the U.S. higher education system. Similarly, Lomer and Mittelmeier (2021) conducted a systematic literature review on pedagogical practices related to international students in the UK focusing on constructing international student identity through qualitative analysis. Additionally, Agostinelli (2021) highlighted the academic, linguistic, and cultural challenges faced by international students in English-medium education, emphasizing insufficient institutional support, yet without addressing the broader systemic and institutional factors influencing these challenges.

However, as internationalisation expands globally, there remains a lack of comprehensive studies that consider the dynamic interaction of institutional, and system influences and encompass multiple stakeholder perspectives. This study aims to fill this gap by systematically mapping research-informed teaching strategies across diverse educational systems over the past decade. This study addresses the following research question:

RQ. What insights do existing studies provide on effective research-informed teaching strategies in internationalised higher education?

To answer this question, this study adopts institutional theory (Powell &DiMaggio,1991), which provides a lens to understand how teaching strategies in internationalised higher education are shaped by institutional norms, rules, and structures while also allowing for educators’ agency in adapting to challenges and uncertainties within their teaching environments (Malin et al., 2020). The dialogue among stakeholders including international students, domestic students, academic staff, administrative teacher，  involves balancing diverse interests and narratives, which both shapes and is shaped by power dynamics across different contexts (Bulut-Sahin, 2023; Malin et al., 2020). This study investigates how research findings can be applied effectively across different levels:

• Micro level: implementing specific teaching strategies in the classroom.
• Mesolevel: adapting curriculum and study plans.
• Macro level: aligning institutional policies with the needs of an internationalised academic environment.

Building on this theoretical framework, this review responds to Lomer and Mittelmeier's (2021) call for deeper contextual analysis and critical engagement with the impact of pedagogical contexts, contributing to a more comprehensive theoretical and empirical discourse on internationalised teaching strategies.

This review followed the recommendations of the Preferred Reporting Items for Systematic Reviews (PRISMA) 2020 and provided a rationale for any notable limitations in study eligibility (Page et al., 2021). Search strategy The researcher conducted literature searches for the peer-reviewed journal articles in the databases of Scopus and Web of science from 2014 to 2024 using Boolean operators: ("teaching strategy" OR "teaching method" OR “teaching practice” OR “teaching support” OR “teaching policy” OR "pedagogical strategy" OR "pedagogical method" OR “pedagogical practice” OR “pedagogical support” OR “pedagogical policy”) AND ("internationalised education" OR "globalised education" OR “international students” OR “multicultural students” OR “international classroom” OR “internationalized education" OR “globalized education”) AND (“higher education” OR “university”). This combination of words is the most appropriate result of many attempts based on a strategy involving the use of synonyms and near-synonyms, as well as key terms found in the relevant literature according to the definitions of ‘teaching strategy’ and ‘internationalisation of higher education’. 285 results (Scopus, n=222; Web of Science, n=63) were last sourced via database searches in November 2024 and these were recorded in the Zotero software. During the identification phase, irrelevant records were removed: published before 2015 (n=68), non-peer-reviewed articles (n=50), and unavailable reports (n=2). Eligibility criteria After removing duplicates, 134 articles entered the screening phase, which consisted of two rounds: 1. Title and abstract screening (articles were marked but not excluded). 2. Full text review and final selection. Eligibility criteria: Studies were included if they: 1. Presented empirical data (excluded theoretical/literature reviews, n=20) 2. Were in English, Spanish, or Chinese (excluded Portuguese/Russian, n=5) 3. Focused on teaching strategies (excluded studies on student characteristics, psychology, technology tools, n=21) 4. Addressed higher education (excluded primary/high school studies, n=3) 5. Considered international students in research design (excluded studies that only classified students demographically, n=10) Four studies were also excluded due to methodological limitations, all from journals not indexed in Journal Citation Reports or SCImago Journal Rank. The final dataset of 71 included studies underwent thematic analysis following the step-by-step guide (Braun &Victoria, 2016) to identify themes in teaching strategies for internationalised higher education. Subheadings were then structured based on institutional theory coding, in contrast to the themes derived from the inductive analysis, to provide a more comprehensive perspective.

The analysis identified four themes: (1) implementation of internationalised teaching strategies, (2) perceptions of internationalised teaching, (3) challenges of internationalisation in teaching, and (4) implications for improving internationalised teaching. These were examined through institutional theory, revealing perspectives at the micro, meso, and macro levels. The findings highlight key perceptions of internationalised teaching strategies over the past decade: (1) Recognition of the benefits of intentional student-centred international teaching strategies for fostering global competencies; (2) Calls for more inclusive frameworks that emphasize teacher-led multicultural communication, cross-cultural knowledge integration, an enriched support system, and valuing international students’ cultural backgrounds as assets. Findings also indicate that the discourse power of the English-speaking countries in the global internationalisation of teaching still occupies the mainstream values, but there is also an increasing number of reflections, explorations, practices and discussions about the localisation and decolonisation of existing models in the non-English-speaking countries in Europe and Global South where the internationalisation of higher education is developing. Furthermore, while the majority of research focuses on offline teaching methods, the large-scale implementation of online classes in the post-pandemic era has introduced novel experiences to the realm of internationalised distance education. Finally, this research calls the attention to the contradiction between the lack of continuous training for teachers' professional development and the general direction of internationalisation of teaching policies advocated and valued in different educational systems. The study offers stakeholders in internationalised higher education a comprehensive perspective, guiding further learning, teaching, and decision-making. Under the current search strategy, the results obtained are dominated by qualitative studies, with a small number of studies that consider teaching strategy as an intervention. The further review can utilise snowball sampling for research searching and conduct meta-analysis to comprehend the effects and impact of enriched teaching strategies.

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