Abstract In this editorial, we introduce the special section focusing on ‘Internationalisation at a Distance’ (IaD), highlighting how educational technologies contribute to internationalisation practices and processes in higher education. These practices exist in transitional spaces which interrogate conventional distinctions between mobility/immobility and home/abroad by establishing ‘third spaces’ where students and staff interact with institutions across borders without the necessity of geographic relocation. This special section evaluates these practices through a critical lens, reflecting on limitations and inequalities associated with IaD, despite its often‐assumed transformative potential for expanding access to global higher education. Here, this special section argues that IaD fundamentally opposes fixed representations of place and interrogates simplistic binary frameworks, positioning itself as a concept that is inherently post‐structuralist. This reframing necessitates a sophisticated comprehension of essential concepts including mobility, home, and cultural exchange. Collectively, this special section addresses these issues by underscoring how IaD continues to reinforce pre‐existing disparities in resource access, epistemic (in)justices, and power imbalances. The findings discussed herein underscore the significance of ethical considerations for educational technologies in the realm of IaD and the necessity for evidence‐based strategies aimed at fostering more inclusive and sustainable practices. Ultimately, IaD signifies a profound reconsideration of global higher education, presenting technology‐influenced avenues for innovation while necessitating a critical examination of its functions within an unequal world.