<p>This article offers critical reflections on the internationalisation of higher education and on global citizenship education (GCE) from the perspective of the Global South, particularly South Africa. Using a decolonial lens and drawing on critical scholarship from around the globe, the authors explore how coloniality of knowledge and Eurocentric epistemic hegemony in higher education relate to and impact on GCE. They present a new definition of higher education internationalisation developed in South Africa and explore how its decolonial framing of internationalisation can benefit GCE. They also discuss the relevance of <i>critical diversity literacy</i>, a framework developed by Melissa Steyn for citizenship education in heterogeneous societies such as South Africa, for GCE. They argue that such critical definitions and frameworks are valuable tools in conceptualising and practising internationalisation and GCE based on a plurality of experiences, worldviews, knowledges and perspectives, and committed to advancing social justice for all.</p>