Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.