Higher education institutions worldwide are increasingly investing in ‘internationalisation’, although its meanings and measures differ significantly between contexts, countries, and institutions. This article analyses the implementation of internationalisation in three second‐tier higher education institutions specialising in teacher training programmes in Israel under an EU‐funded TEMPUS (Trans‐European Mobility Programme for University Studies) project. We show how internationalisation is implemented at these institutions, where diverse motivations, power relations, and ideas intervene. We discuss the main themes that emerged through semi‐structured interviews with the colleges’ leadership, supporting our findings with a content analysis of the colleges’ strategic plans. Our study provides new insights, revealing how the EU internationalisation agenda is interpreted locally in such settings, thereby highlighting the importance of the particular context in this process.

The goal of this study is to gain a better understanding of the experiences of Palestinian-Israeli minority1 teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers’ work-related experiences in shaping their sense of self-efficacy, job satisfaction, acculturation process, and how all these affect their feelings regarding their potential role in helping break down stereotypes and misconceptions about the Palestinian-Israeli minority. Data were gathered from 15 interviewees, who described their experiences, feelings, and perspectives about their work. Findings indicate that Palestinian-Israeli teachers experience a strong sense of self-efficacy, satisfaction, and positive relationships with students, parents, and colleagues. Participants expressed the belief that their work helps reduce prejudice and increases mutual understanding among the groups in conflict, through successful acculturation, despite some difficulties. It is suggested that stakeholders should strengthen efforts to recruit and retain these teachers, through strong administrative support.

The goal of the study is to gain a better understanding of the experiences of Palestinian-Israeli minority teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers' work-related experiences in shaping their sense of self-efficacy, job satisfaction, the acculturation process, and how all these affect their feelings regarding their potential role in helping break down stereotypes and misconceptions about the Palestinian-Israeli minority. Data were gathered from 15 interviewees, who described their experiences, feelings, and perspectives about their work. Findings indicate that Palestinian-Israeli teachers experience a strong sense of self-efficacy, satisfaction, and positive relationships with students, parents, and colleagues. Participants expressed the belief that their work helps reduce prejudice and increases mutual understanding among the groups in conflict, through successful acculturation, despite some difficulties.

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