The incorporation of an inclusive approach in the development of internationalization strategies emerges as a way to respond to structural inequalities in emerging countries. In Latin America and the Caribbean, universities have a strategic role in formal education and in particular against the processes of social connectedness, which have gained an increasing role in the strategic guidelines of higher education institutions, shifting from a “peripheral” context to a strategic one. Thus, these institutions can provide training opportunities and international transfer of knowledge not only to students and scholars, but also to marginalized or excluded groups from tertiary educational systems.