Global education and technology: digital challenges associated with the effective delivery of transnational education

This is the first of two reports that investigate the digital experiences of transnational education students and staff. The second, which will summarise primary research findings from surveys and focus groups, will be published in October 2025.

With one in five registered UK students in transnational education (TNE), TNE is increasingly central to the strategic vision of many UK higher education institutions, with some universities having larger cohorts of transnational education students than domestic UK students. According to figures from the Higher Education Statistical Agency, also part of Jisc, in 2023/24 there were 611,725 undergraduate and postgraduate taught TNE students learning outside the UK.

Developed in partnership with 21 higher education institutions, the global education and technology report (part one of two) shines a light on the often-overlooked staff and student experiences of those in transnational education and highlights the digital barriers affecting global learning.

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Read the full report (pdf)

Four key digital challenges in transnational education

Technology and connectivity

Over half the UK higher education institutions consulted for the report identified power outages, unreliable internet and limited access to suitable devices. Reliable access to electricity and the internet cannot be assumed in many transnational education host countries.

Access to learning resources

Licensing restrictions for software and digital content can create challenges for transnational education, such as how a student is defined as belonging to a university. This can add significant costs or restrict student access to course resources.

Cultural differences in using digital in education

Institutions can face challenges in explaining UK-created assessment practices, the cultural appropriateness of UK-created teaching materials, and the appropriate use of generative AI.

Digital skills and capabilities

Expectations about how to participate and engage during online learning pose challenges for students as well as ensuring both students and staff have the digital skills necessary for equitable access to learning.

Reinforcing the importance of a positive transnational education digital experience, a 2024 HEPI report by Professor David Carter, University of Reading, notes:

“Behind the numbers, there is a bigger story to be told about students in transnational education, such as who they are, how they learn and what changes in their lives as a result of their higher education.

“Better public information about TNE students will increase their profile and provide assurances about the quality of transnational education.”

Jisc is working in partnership with UUKi, the British Council and the Quality Assurance Agency (QAA) to support the sector in addressing these challenges.

This initial global education and technology report will be followed by part two in autumn 2025, which will explore these challenges via the personal experiences of students and staff from across 50 different global instances of UK transnational education.

Stay informed

This report results from our third phase of research. Read our earlier reports and briefing papers on the digital experiences of international students studying in the UK.

Register your interest to join our international students’ digital experience mailing list so that we can keep you up to date with our research, send you future publications, and invite you to attend our working group meetings.