This paper presents a critical review of theoretical models on institutional internationalization in higher education. Over the past three decades, scholars have proposed numerous frameworks to understand internationalization processes, yet gaps persist in their practical application and integration. Through a systematic and evaluative examination of the literature, this study identifies two main categories of models: "content-based models," which focus on institutional strategies and policies, and "process-oriented models," which emphasize internationalization as a dynamic, cyclical progression. The critical review highlights the strengths, limitations, and developmental trends of major existing frameworks, underscoring the need for a more integrated and actionable approach. To address these gaps, we propose "Qiu's blended evidence-based theoretical model," which combines Van Dijk and Meijer's internationalization cube with Rogers' diffusion of innovation theory. This integrative framework provides a structured yet adaptable pathway for institutions, aligned policy, support systems, and implementation strategies to facilitate purposeful and measurable internationalization efforts. By bridging theoretical insights with practical applications, this study contributes to a deeper understanding of internationalization as a process offering valuable guidance for policymakers, researchers, and practitioners.