Abstract
This study integrates a systematic literature review (SLR) with bibliometric analysis to examine global disparities in the internationalization of higher education from 2000 to 2025. Following PRISMA 2020 guidelines, 58 empirical studies were selected from Scopus and Web of Science. The research identifies thematic and methodological patterns, maps key regions and actors, and reveals tensions and inequalities embedded in internationalization processes. Results show a marked concentration of publications in the Global North, particularly in the United States, the United Kingdom, Germany, China, and Japan, reinforcing structural imbalances in knowledge production. English-language journals dominate scholarly dissemination, limiting visibility for research from Latin America, Africa, and Central Asia. Thematic clusters include academic mobility, educational diplomacy, institutional branding, and epistemic justice, with recent studies incorporating critical perspectives on race, gender, and power. Despite emerging inclusive narratives, persistent barriers remain, such as linguistic hierarchies, dependence on global rankings, and limited South–South collaboration. The findings indicate that internationalization is not a neutral or universally beneficial process but is shaped by power dynamics favoring specific institutions and regions. This study contributes by advocating for more equitable approaches and emphasizing epistemic justice, multilingualism, and horizontal collaboration as essential for democratizing higher education.