Abstract
Internationalization in higher education has traditionally been framed through physical mobility and academic travel. While such models remain influential, they are increasingly challenged by structural inequalities and resource constraints. This mixed methods study argues for a conceptual shift from mobility-centered internationalization toward modality-oriented planning strategies that prioritize accessible, competence-based participation in global academic life. Focusing on academic speaking in English as a critical but under-addressed dimension of internationalization, the chapter presents the planning and design of an AI-supported Massive Open Online Course (MOOC) developed to support academic speaking development in diverse higher education contexts. The chapter concludes by discussing implications for institutional planning, highlighting current limitations and future possibilities for adaptive AI-supported learning environments, and calling for further research and policy integration to ensure equitable participation in global academic communities.