Only a small proportion of Dutch students go abroad during their studies. Viewing IaH as a replacement for mobility implies that the mobility is the default approach to internationalisation. However, there are many others ways to develop international competencies. According to Eveke de Louw, IaH is not a "consolation prize" for students unable or unwilling to go abroad. In a podcast about the added value of Internationalisation at Home (in Dutch), she emphasized that IaH offers much more.

Internationalisation at Home can be integrated in various ways throughout an entire program, encompassing both formal and informal curricula. This approach ensures all students benefit, rather than only the small group participating in mobility programs. From the IaH perspective, mobility becomes the “bonus option”: all students acquire international competencies, and some will additionally go abroad. While the "at Home curriculum" can prepare mobile students for an international experience, IaH’s scope is much broader.

Teaching in English does not automatically equate to implementing Internationalisation at Home. IaH involves incorporating diverse (international) perspectives into classes, literature, and course materials. These perspectives can also be present when the language of instruction is Dutch (or another local language). Therefore, IaH is not reliant on English as the medium of instruction.

Many universities and colleges organise various IaH activities, such as an internationalisation week. While these activities are a good starting point, they are not sufficient to fully embed IaH into the curriculum and institutional culture. It is crucial to link these activities to learning outcomes, shifting from activity-based to outcome-based approaches. This ensures the greatest impact on students. By effectively integrating IaH into both educational programs and organisational structures, institutions foster greater support among colleagues and align the vision across teams, departments, and the organisation as a whole.

International offices hold significant expertise in internationalisation, particularly regarding mobility. However, integrating internationalisation into formal and informal curricula requires the knowledge and skills of lecturers, curriculum developers (and other teaching and learning staff). Collaborating with the international office can enhance these efforts, for example, by leveraging existing mobility partnerships to set up a Collaborative Online International Learning Virtual Exchange (COIL VE) or other virtual international collaborations.

Many students are introduced to global citizenship and exchanges during secondary school or vocational education. Additionally, many students have bicultural backgrounds. In higher education we can build on these prior experiences to develop continuous learning pathway on internationalisation.

Every program can incorporate international elements. This doesn’t mean creating a separate module on "intercultural awareness" but rather integrating these aspects into existing content. This approach saves time. How this is implemented will vary depending on the context and subject. For example, a key competency for physiotherapists is the ability to empathise with clients, including those from diverse backgrounds. For an international business consultant, understanding different international financial markets is essential. There are plenty of opportunities to align with the existing competency profiles of programs. In this way, internationalisation becomes meaningful for future professionals, motivating both students and colleagues.