Continuance intention to learn in internationalization at home

A higher-order model in Peruvian higher education

Abstract

Internationalization at Home (IaH) extends international and intercultural learning to students who do not participate in physical mobility, but access alone does not ensure continued engagement. This study examines continuance intention in IaH among students from four universities in the Consortium of Universities in Peru. Drawing on the Expectation–Confirmation Model (ECM), perceived learning experiences were modeled as a higher-order construct comprising educational infrastructure, internationalized academic content, and faculty support. Learning satisfaction was tested as a moderator, with intercultural competencies and socioeconomic conditions included as controls. Survey data from 458 undergraduate and graduate students were analyzed using partial least squares structural equation modeling (PLS-SEM). Perceived learning experiences and learning satisfaction were positively associated with continuance intention, whereas the hypothesized moderating effect of satisfaction was not supported. These findings indicate that students’ willingness to continue participating in IaH is associated with their experience of the internationalized learning environment rather than access alone. For universities, this underscores the importance of coordinating infrastructure, internationalized academic content, faculty support, and inclusive learning opportunities when developing sustainable IaH strategies.