New survey of 4,800 global students highlights digital disconnect
UK universities delivering transnational education (TNE) encouraged to consider different student contexts to enhance equitable learning experiences
Our latest TNE report, ‘Global Education and Technology: Insights into transnational student and staff digital experiences’ is based on feedback from almost 5,000 students in more than 30 countries and outlines the digital challenges impacting their experience of transnational education (TNE), ie studying for a UK qualification whilst based outside of the UK.
The report follows our earlier TNE research, working with UK HE institutions to identify known digital challenges. These new findings provide a richer overview of the digital challenges and opportunities associated with TNE and showcase the lived experiences of students and staff.
The use of digital technologies and online resources are embedded into almost all aspects of the delivery of UK HE. The report highlights that UK digital norms are not universal, and identifies global differences in connectivity, access to devices and digital resources, education delivery, and digital skills and capabilities that impact how TNE students can effectively engage with UK higher education.
Reflecting on the importance of equitable access to TNE, Professor Dibyesh Anand, deputy vice-chancellor (global engagement and employability) at the University of Westminster said:
"Transnational education is meant to spread the benefits and cultures of internationalised education, and, to an extent, 'democratise' it, around the world. Yet, this important report is a sobering reminder that inequities prevent a uniform experience with TNE. Therefore, universities need to be mindful about having understanding, resources, and processes to challenge inequities, providing consistency while accepting healthy differences, and encouraging an inclusive education."
Key challenges identified by the report
Connectivity and availability of equipment
Digital infrastructure and access to equipment varies significantly across the world. More than 90% of student respondents in Europe, North America and Oceania reported reliable access to an electricity supply, compared to just 63% in the Middle East and 59% in Africa.
Access to digital resources and learning materials
Heavily influenced by licensing restrictions, national regulations and varying infrastructure gaps, students frequently cite difficulties using online resources, and express frustration with time-limited access and high data costs.
Cultural differences in digital educational practice
Teaching practice differs between countries and cultures, with students’ experience of digital learning varying as a result.
Digital skills and capabilities
Confidence in digital skills varies by learning mode, with online or distance learners receiving the least guidance. Unclear or conflicting guidance around the use of digital tools such as AI is identified as a concern for both students and staff.
Key recommendations for TNE providers
Test host country connectivity, gather student and staff feedback, provide offline access to key resources and take action to bridge any gaps in digital delivery. While around half of the student respondents in North America (55%) and Europe (46%) reported frequent access to free wifi in public spaces, this fell to 27% of students in Africa. Some respondents reported no access at all, leading to additional costs and reliance on mobile data, even in classrooms.
Engage in cross-sector collaboration within UK HE to promote best practice, improve equitable access and reduce costs. For example, significant savings could be made and risks reduced where universities adopt a consortia approach to collectively purchase from academic publishers
Instigate discussions with host country partners to better understand local digital norms and expectations and adapt the curriculum and support accordingly.
Embed digital capabilities into TNE curricula and provide targeted training for staff, tailored to role and location. For students, this should also include skills development in AI, cybersecurity, and digital communication.
Commenting on the report’s contribution to the sector, Griff Ryan, head of transnational education (TNE) at Universities UK International (UUKi) said:
“With more learners engaging with UK education from overseas, this is a timely piece of work that will be essential reading for TNE providers and policymakers.
“Presenting survey findings broken down by global region and mode of delivery, the report offers valuable guidance for universities and policymakers alike.
“This report is a timely and practical resource for institutions looking to strengthen their TNE offer.”
Elizabeth Newall, senior sector specialist, digital transformation, at Jisc adds:
“With the UK HE sector facing unprecedented financial pressures, transnational education is growing as a strategic priority for providers.
“Lived experiences are an essential resource to support the equitable delivery of global education, and the student and staff voices in this report offer a compelling and sometimes challenging view of what it means to learn and teach in digitally enabled environments around the world.
“Whether students are classroom-based or online learners, digital technologies are fundamental to the UK’s higher education learning and teaching experience. It must be taken into account that the way learning is accessed, experienced and interpreted is not universal, to ensure equitable access to UK higher education.”