Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in higher education internationalisation. Traditionally, approaches to internationalisation of the curriculum in Latin American universities have been focused almost solely on student mobility programs. The research reported in this paper was conducted by a project team from Brazil and Australia in 2021–2022. A qualitative methodology was used. Methods included a tri-lingual literature review of scholarly publications on curriculum internationalisation in English, Portuguese and Spanish and a modified e-Delphi methodology with a panel of experts comprising international higher education scholars and practitioners working in Latin America (and conducted in Spanish, Portuguese and English). The purpose of the research was to identify ways in which existing approaches to internationalising the curriculum in Latin America might be enhanced in order to provide more students with opportunities to develop international perspectives and intercultural knowledge and skills. The research found that there is significant potential to achieve this outcome if the process of internationalising the curriculum is approached as a long-term project involving complex collaborative boundary work.

课程国际化 (IoC) 通常在不同国家、机构和学科背景下采取截然不同的方式。本文报告了拉丁美洲课程国际化的研究，并讨论了其在高等教育国际化中激发颠覆性创新的潜力。传统上，拉丁美洲大学课程国际化的方法几乎只关注学生流动计划。本文报告的研究由巴西和澳大利亚的一个项目团队于 2021-2022 年进行。使用了定性方法。方法包括对英语、葡萄牙语和西班牙语课程国际化学术出版物进行三语文献综述，以及由在拉丁美洲工作的国际高等教育学者和从业人员组成的专家小组修改的电子德尔菲方法（并以西班牙语、葡萄牙语进行）和英语）。该研究的目的是确定如何加强拉丁美洲现有课程国际化方法，以便为更多学生提供发展国际视野和跨文化知识和技能的机会。研究发现，如果将课程国际化过程视为涉及复杂协作边界工作的长期项目，那么实现这一成果的潜力巨大。