教师作为积极的参与者，是应对宏观、中观和微观因素对校园国际化影响的关键人物之一。然而，当前仍缺乏实证研究探究教师国际化的概念理解及其与微观（个体特征）、中观（组织）因素之间的关系。本研究针对实证研究不足的问题，开展关于巴基斯坦公立大学中教师国际化的科学研究。本研究建立了一个解释教师国际化三维度框架，使用描述性统计和相关研究设计探讨教师国际化的存在模式，并使用人口学和组织因素来确定教师国际化的预测因素。本研究从全国七个地区、四个省和三个特区中采用整体抽样的方法，从26所公立大学中的12种不同学科中选取410名专职教师，并进一步对量表进行检验以验证数据在进一步分析中的适用性。根据单因素方差分析结果，教师年龄、就业状况、职称、最高学历以及学历所属机构在教师国际化中存在显著差异，且组织因素与教师国际化存在显著正相关。此外，对教师国际化的回归分析结果表明，有3个预测变量能显著预测教师国际化，它们分别是：教师最高学历（博士后、博士、博士研究生）、海外最高学历（非巴基斯坦机构），以及与教师国际化相关的政策。教师国际化参与的回归分析结果表明，4个具有统计学意义的预测变量分别是：职称、最高学历（博士后/博士/博士研究生）、最高学历的颁发机构（非巴基斯坦机构）和高级管理人员的支持。教师国际化经验的回归分析结果表明，5个具有统计学意义的预测变量分别是：职称、最高学历（博士后、博士、博士研究生），最高学历的颁发机构（非巴基斯坦的机构），高级管理人员的支持以及教师国际化的地理优势。对教师国际化能力的回归分析结果表明，4个有统计学意义的预测变量分别是：就业状况、职称、最高学历的颁发机构（非巴基斯坦机构）和教师国际化政策。本研究的结果填补了关于巴基斯坦高等教育国际化研究的空白，并有利于促进整个公立大学的普遍化。学者、教师和大学政策制定者可以利用这些发现修改现有的方法，并设计策略以加强教师国际化、满足体制需要

Academic faculty is, indeed, at the bull's eye, catalyst, and one of the key players to respond the impact of macro/meso and micro factors on campus internationalization. However, a gap exists in empirical research about the conceptual understanding of faculty internationalization and its significant relationship of the micro (personal characteristics) and meso (organizational) factors. This study supports the notion to overcome the dearth of empirical and scientific research and contributed to the understanding of faculty internationalization at public universities of Pakistan. With a purpose to fill the gap in the literature, this study develops a framework that explains the three dimensions of faculty internationalization on the basis of Knight’s framework of internationalization and Jarvis’s adult learning theory. The descriptive and predictive correlational research design investigated the existing patterns of faculty internationalization and identified the predictors of faculty internationalization using demographical and organizational factors. This study was led by cluster sampling, based on seven regions; four provinces and three special territories of the country. The sample of the study was based on four hundred and ten (n=410) full-time faculty members from twelve different disciplines of twenty-six public universities. The quality diagnostic of the scales was carried out to verify the data fit for further analysis. The statistical test results, one-way ANOVA indicated that there was a significant difference existed in faculty internationalization by subgroups of faculty age, employment status, academic rank, highest degree, and the degree earned institution. The results were further reinforced by a significant positive relationship between organizational factors and faculty internationalization. Moreover, the results of regression analysis on faculty internationalization (mean of three dimensions of faculty internationalization) indicated 3 statistically significant predictor variables: faculty highest earned degree (post Ph.D. / Ph.D., post Ph.D. / Ph.D. scholars, highest earned degree from abroad (non-Pakistan institutions), and the policies related to faculty internationalization. Additionally, when examined separately, each dimension (faculty involvement, faculty experiences, faculty competence) as an outcome variable, the results of regression analysis on faculty involvement in internationalization indicated 4 statistically significant predictor variables: academic rank, highest earned degree (post Ph.D. / Ph.D., post Ph.D. / Ph.D. scholars), highest earned degree institution (non-Pakistan institutions), and support and commitment of senior administrators. The results of regression analysis on faculty international experiences indicated 5 statistically significant predictor variables: academic rank, highest earned degree (post Ph.D. / Ph.D., post Ph.D. / Ph.D. scholars), and highest earned degree institution (non-Pakistani institutions), and support and commitment of senior administrators and geographic priorities for faculty internationalization. The results of regression analysis on faculty competence in internationalization indicated 4 statistically significant predictor variables: employment status, academic rank, highest earned degree institution (non-Pakistan institutions), and policies for faculty internationalization. The results of a study filled the gap of one important dimension of the internationalization of higher education in Pakistan and may lead to generalized all over the public universities. The scholars, individual faculty member, and university policymakers may use the findings to revise the current approaches and design their strategies to strengthen the faculty internationalization with specific to their institutional needs.