全球教育与技术：跨国教育有效交付的数字挑战（第一部分）

Digital challengesassociated with theeffective delivery oftransnationaleducation (TNE):part one of two July 2025 About the author Dr Tabetha NewmanSenior research consultant and CEO, Timmus Limited About the report This is the first of two reports. This firstreport focuses on institutional feedbackrelated to known digital challenges. Thesecond report will summarise feedbackfrom global students and staff. Contents 01_Why is Jisc researching the digital experiences of TNEstudents and staff?4 As TNE provision increases so does interest in the TNE student experience5Digital is woven throughout the TNE experience8Previous Jisc digital experience research8 02_Who is partnering with us in this research, and why?10 Jisc’s TNE research partners10Key drivers to participation12 03_Why have senior leaders supported this research, andwhat does this tell us about UK TNE trends?14 TNE is playing an increasingly central role in the strategic vision of some institutions15Collaborative TNE requires the creation of stable and valued partnerships17The best way to identify issues and opportunities – especially when operating across countries andcultures – is to listen to students and staff18Global provision requires a global perspective of curriculum and delivery methods21In better understanding digital diversity, we support equitable learning for all22 04_Why is this research important to the wider sector?24 05_When it comes to global provision, what digitalchallenges are we already aware of? 28 Access to technology and the internet30Access to resources and learning materials30Cultural differences in how digital is used in education33Digital skills and capabilities33 06_What global student and staff digital experience data arewe collecting, and when will it be released?36 Access further support 40 01_Why is Jiscresearching the digitalexperiences of TNEstudents and staff? “We find, from talking to a wide range of colleagues in theUK higher education sector, that everybody wants to knowmore about the quality of the TNE student experience.They want to know more about these students, and thereal-life experiences that sit behind headline data.” University of Reading, and author of the HEPI report‘the student experience oftransnational education’ As TNE provision increases sodoes interest in the TNE studentexperience More specifically: •415,935 TNE UG and 195,790 TNE PGTstudents were studying with UK highereducation providers Transnational education (TNE) is definedby Universities UK International as “thedelivery of an educational award in acountry other than that in which theawarding body is based” (WECD, 2018). In2016, the economic contribution to the UKof education exports was almost £20bn,which included over £1.8bn generated byTNE activities (HM Government, 2019).Current government strategy seeks toincrease education exports to £35bn peryear by 2030. With the change of UKgovernment in 2024, the sector keenlyawaits a new international educationstrategy. •One fifth (18%) of all registered UG andPGT students were TNE students •59% of the 304 UK higher education(HE) providers reporting to HESA wereoffering TNE provision The UK’s TNE student data is collectedthrough HESA’s aggregate offshore record(AOR), which provides cohort-levelstudent numbers for each provider,broken down by country, level of studyand type of provision. While theimportance of TNE provision continues toincrease, in April 2025 the Office forStudents (OfS)revised its plansto moveto individualised student records for TNEstudents (OfS, 2025) and instead said itwould continue to use the AOR, albeit anexpanded version. This decision was apragmatic response to the significantadditional workload that a change toindividualised records would require fromdata colleagues across the sector at atime when HE is already under pressure. The past five years have seen growth inthe proportion of TNE undergraduate (UG)and postgraduate taught (PGT) studentsin the overall UK student body. As showninFigure 1, in 2023/24, the HigherEducation Statistics Agency (HESA)reported a total of: •611,725 TNE UG and PGT studentslearning outside the UK1 •684,280 international students travellingto the UK to study •2,096,790 UK-domiciled studentslearning in the UK Figure 1. The number of UG and PGT students over the past five years, separated into UK-domiciled students studying in the UK, international students (EU and non-EU combined)studying in the UK and transnational students studying outside the UK.Note that a very smallnumber of students are identified in HESA’s AOR as UK-based TNE students. In this chart wehave removed UK-based TNE students and postgraduate research (PGR) TNE students, whichcollectively account for less than 2% of all TNE students recorded in 2023/24. TNE PGT students studying outside the UKTNE UG students studying outside the UKInternational PGT students studying in the UKInternational UG students studying in the UKUK-domiciled PGT students