Discussions at SIAN 2026 emphasized that internationalisation is no longer just about mobility, but about creating inclusive communities where every student feels seen and heard. A key focus of the program was empowering staff across all levels to become practitioners who carry global and intercultural perspectives into their daily work. Shifting Toward Intentional Partnerships: The network explored a move away from broad agreements toward focused, reciprocal relationships that prioritize trust and strategic alignment over high volumes of activity.

As part of the SIAN 2026 programme, the workshop explored the tension between scientific empiricism and diplomatic storytelling. While science speaks through data, diplomacy is driven by how issues are framed, raising the critical question: "Who owns the narrative? A major point of discussion was the exclusion of the Global South from the tools that shape global policy. Because most climate and sustainability models are developed in the Global North, the specific needs and strategic potential of Africa are often overlooked in international negotiations. Beyond generating knowledge, universities were highlighted as essential diplomatic actors that build cross-border networks. Science diplomacy was framed as a way to sustain relationships of trust and mutual respect that outlast political cycles and drive long-term change.

The 22nd annual SIAN meeting brought together 70 representatives from more than 40 institutions across 23 countries to reflect on the future of international collaboration in a rapidly changing world. Guided by the theme In Africa, with Africa, for Africa, the university reaffirmed its commitment to the continent, framing these partnerships as essential for addressing regional challenges and serving society. Leadership emphasized that true internationalisation is defined by "genuine exchange" and mutual respect rather than just funding or data, moving away from one-sided models toward collaborative learning.

The Unit for International Credentialling at Stellenbosch University (SU-UIC) has officially supported the release of results from the first-ever Lesotho Advanced Secondary Certificate (LASC) pilot. This new qualification is designed to bridge the gap between secondary school and degree-level university studies. To ensure the qualification meets international standards, the SU-UIC managed a comprehensive oversight process. This included moderating 18 exam papers, verifying marking and registration data, and deploying a task team to monitor the grading of the six core subjects (spanning sciences and languages). Despite the challenges of being the first cohort, 26 learners from six schools completed the pilot in the science stream. On January 19, 2026, the Minister of Education and Training announced that 58.9% of these learners achieved grades in the A-E band, signaling a "fair, reliable, and valid" start for the new certificate.

From 23–26 February 2026, Henk Stander (Aquaculture Unit, Department of Animal Science at Stellenbosch University) participated in a workshop at Université Assane Seck de Ziguinchor in Senegal, representing the Stellenbosch University Water Institute at the ERASMUS+ co-funded MASSTER project. The MASSTER project strengthens support for agricultural students and farmers in Sub-Saharan Africa through innovative education and training initiatives led by Higher Education Institutions, linking agriculture, rural development and migration. Regional impact: Through collaboration between six partner universities in South Africa and Senegal, the project aims to build institutional capacity, support rural economic opportunities, and contribute to key Sustainable Development Goals such as Zero Hunger, Quality Education and Decent Work.

On 16 February, the 2026 Year of the Horse Spring Festival was celebrated with a Chinese New Year Gala jointly organised by the Confucius Institute at Stellenbosch University and the Department of Modern Foreign Languages. The event featured interactive cultural activities, a formal gala programme and a shared culinary experience, offering participants hands-on engagement with Chinese traditions. Beyond the festivities, the celebration served as a platform for intercultural dialogue and strengthened educational collaboration between China and South Africa, highlighting the role of language education and cultural exchange in fostering mutual understanding.

From 26–30 January 2026, Stellenbosch University (SU), together with the University of Chile and the University of Groningen, hosted the fifth EQUiiP Summer School under the theme Inclusive Teaching Through Peer Learning and Sharing Teaching Practices. The programme brought together lecturers, faculty members and academic developers for an intensive week of reflection and practical engagement focused on equity, multilingualism and inclusive internationalisation in the classroom. Through workshops, case studies and peer exchange, participants explored practical strategies to embed equity into everyday teaching practice. Reflections underscored a shift from viewing diversity as a challenge to recognising it as a resource for learning.

Charné Meyer, a final-year BCom Industrial Psychology student at Stellenbosch University, attended the Environmental Humanities Summer School at University of Bristol to deepen her understanding of how environmental narratives shape identity, policy, and human behaviour. The city of Bristol became an immersive classroom, where geology, folklore, industrial history, and environmental theory intersected. Beyond academics, the programme strengthened her interdisciplinary perspective, renewed her academic purpose, and left her with lasting personal and professional inspiration.

Eleven Stellenbosch University students participated in the “Chinese Bridge” University Student Winter Camp in China (4–13 December 2025), aimed at strengthening Chinese language skills, cultural understanding, and people-to-people ties between South Africa and China. Hosted by Xiamen University, the programme combined lectures, hands-on cultural courses, physical activities, and visits to key sites in Xiamen and Beijing, allowing students to learn Chinese language and culture through experiential travel. Students described the camp as well organised, enriching, and transformative, with many expressing a stronger motivation to continue learning Chinese and pursue further study in China, reinforcing the Confucius Institute’s role in fostering long-term exchange.

Mikaela Keen, a teacher at the Confucius Institute at Stellenbosch University (CISU), placed second in the Africa semi-final of the 2nd Chinese Teaching Heroes competition, advancing to the global showcase in Beijing. The regional competition featured 67 teachers from 11 African countries, with first place awarded to Andriamanorotsiory Chrisante from Madagascar. Keen’s achievement highlights the growing strength of Mandarin education in South Africa and aligns with SU’s commitment to global learning and international academic collaboration.