1. Introduction

The importance of higher education internationalization is discussed, highlighting its inevitability in the context of globalized societal development and its role as a reflection of the core competitiveness of higher education. As emerging economies at a critical stage of social transformation, China and Latin American countries cultivate talent through higher education to support national strategic development. Domestic understanding and research on Latin American higher education remain relatively limited. This study employs the theoretical framework of policy tools to delve into the evolutionary trajectory and implementation strategies of EU-LAC regional higher education internationalization policies. It aims to provide methodological innovation for cross-regional education policy comparisons and offer a theoretical framework and practical guidance for strategic collaboration between China and Latin American countries in advancing higher education internationalization.

2. Analysis of EU-LAC Higher Education Policy Regulation

This section conducts an in-depth analysis of higher education policy regulation between the EU and LAC regions, using Schneider and Ingram's policy tools theory as the analytical framework to explore how policymakers guide implementing entities toward desired behaviors through specific mechanisms. The study focuses on EU-LAC Summit policy documents related to education from 1999 to the present, employing content coding and categorization. The findings reveal that capacity tools are the most frequently used, followed by learning tools, as well as symbolic and hortatory tools, while authority and incentive tools are less utilized. Specifically, capacity tools primarily involve operational management, skills training, and financial support; learning tools emphasize strategic planning; and symbolic and hortatory tools often manifest as value advocacy. However, issues in policy implementation—such as the overuse of capacity tools and strategic planning, the underuse of incentive tools, and the one-sided application of capacity tools—have led to a gap between policy vision and actual outcomes. The EU and LAC regions show insufficient support for tools like information platforms and physical infrastructure in higher education cooperation, indicating room for improvement in policy refinement.

3. Implications for Establishing a China-Latin America Higher Education Zone

Exchanges and cooperation in humanities and education between China and Latin America are a crucial pillar of their strategic partnership. By analyzing Latin American higher education internationalization policies, particularly EU-LAC interregional cooperation, this section offers insights for establishing a higher education zone between China and Latin America. Latin America's strategies for advancing "internationalization at home" emphasize operational management and capacity tools, reshaping talent cultivation models toward the connotative development of local higher education institutions. China can design "internationalization at home" strategies at both macro-policy and micro-practice levels to cultivate a large pool of internationally competitive talent. The construction of a China-Latin America education cooperation safeguard system should focus on strategically significant partner countries in Latin America, advancing educational partnerships with nations that have strong cooperation foundations and regional influence. This includes improving two-way student exchange mechanisms and exploring quality-assured development pathways. Universities should cultivate interdisciplinary talent with solid foundations in Spanish or Portuguese and professional expertise, building a training system that integrates multiple disciplines and balances theory with practice. Domestic universities must expand the breadth and depth of international cooperation to fulfill their critical role in global cultural, educational, and technological exchanges.

4. Conclusion

The formation and development of the EU-LAC Higher Education Zone are spillover effects of deepened political and economic cooperation between the EU and LAC regions. Their collaborative projects have made progress in promoting social equity and inclusion, enhancing regional innovation capabilities, improving human resource quality, and fostering higher education system integration. Despite challenges, the strategic value of the EU-LAC Higher Education Zone has been validated, offering practical experience for China's higher education internationalization. Advancing China's higher education internationalization requires a dual-track development strategy: absorbing advanced international educational concepts and resources to enhance global recognition and competitiveness, while leveraging local strengths to participate in global higher education service trade, thereby increasing influence and discourse power in the international education market.