During the first two decades of XXI century, there was an increasing support and promotion for diverse internationalization strategies among higher education institutions and national systems. It was almost common sense that globalization of economy marked the route for a increasing cooperation and interchange between institutions. Mobility of students and academic was, of course, a major goal, but also the internationalization of curriculum, joint programs and we cannot forget the struggle for top in the world quality rankings.

These elements were important in the mexican higher education system, for instance, seeking quality in the pursuit of quality, prestige and a stronger position in the knowledge economy, which is a reality shared, at least in part, for many developing countries.

But with the surge of COVID-19 pandemic, the economic and commercial chains were interrupted and the mobility was severe restricted. Remote learning was the main strategy, but internationalization appeared to fall in a hiatus. There is no doubt that information continued flowing, but international students were in some cases trapped in their host countries and colleges, forced to close, could not receive international researchers, staff and students nor events.

Now internationalization at home looks like the answer, at lest temporary, in a complex scenario where some regions are safer than others and with the menace of new COVID-19 surges. Are we seeing the end of an era and the rise of a "local practice with global perspective" of internationalization? There would be a stronger cooperation from distance and even a increasing number of off-shore campuses in contrast with a more limited actual mobility?

It is hard to look to the magic mirror and predict the future, but there must me ongoing processes that we could share as clues.