In the context of a global knowledge economy, internationalisation of higher education (HE) has brought about increasingly bold statements about the skills, knowledge and attitudes students should bring to their lives and work in an interconnected society. While internationalisation is regarded as a tool for enhancing the quality of education, research, and service to society, we have no clear knowledge regarding how internationalisation affects ways of thinking about quality, relevance, and learning within Danish HE. Situated in these debates, our project explores six common instruments of internationalisation in Denmark: outgoing student mobility, incoming student mobility, English as a medium of instruction (EMI), international specialisation, international staff, and internationalisation at home. In this joint presentation, we will focus on three of these instruments, namely outbound student mobility, inbound student mobility and EMI. Empirical evidence draws on ethnographic fieldwork in a teacher training college and a faculty of science exploring how ‘knowledges’, ‘students’, and ‘pedagogies’ are perceived and (re)shaped in the contextualised practices of internationalisation of HE. Using a spatial analytical approach and mobility theories, a common thread in our presentation revolves around understandings of how both material and relational spaces are integrated (or not) to produce new understandings of pedagogies, students, and knowledges.