https://educationreview.co.uk/ter/issue/feed Transnational Education Review 2024-06-12T21:36:11+00:00 Dr Lan Lo lan.lo@nottingham.ac.uk Open Journal Systems <p><strong><img style="padding: 0 15px; float: left;" src="https://journals.tplondon.com/public/site/images/sirkeci/ter-frontcover.png" alt="" width="235" height="279" />Transnational Education Review</strong> (TER) is an international peer-reviewed <a href="https://educationreview.co.uk/ter/about#oanchor">Open Access</a> journal facilitating scholarly exchange on education and cross border implications, practices and policies involving researchers, policy makers, practitioners, agents, donors, families and students as key stakeholders. The Journal welcomes all contributions on education in broadest meaning. At the same time, contributions focusing on transnational education and international dimension are particularly encouraged. Transnational education is defined by UNESCO and CoE as <em>"all types of higher education study programmes, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based. Such programmes may belong to the education system of a State different from the State in which it operates, or may operate independently of any national education system." </em>With the long lasting impact of COVID-19 pandemic, transnational education, especially in open and distance learning is likely to gain more importance. TNE has been important revenue stream for institutions in many countries including the UK while many other countries are ambitious about it. Therefore, <strong>Transnational Education Review</strong> encourages contributions on policy and governance aspects not restricted to the soft power and influence but also on development and international cooperation. </p> <p><strong>Transnational Education Review</strong> is an <a href="https://educationreview.co.uk/ter/about#oanchor">Open Access</a> publication, allowing users to freely access, download, copy, distribute, print, search, or link to full-text articles for any lawful purpose without requiring permission from the publisher or author.</p> <p>Abbreviation: Trans. Ed. Rev.</p> <p><strong><span class="il">ISSN:</span></strong> 2753-8656 (Print) <strong><span class="il">ISSN:</span></strong> 2753-8664 (Online)</p> <p>Founded in 2021, <strong>Transnational Education Review</strong> is published twice a year in May and November.</p> https://educationreview.co.uk/ter/article/view/3183 Inclusive Learning Environment in Transnational Education: A Case Study of a First Year Software Engineering Programme 2023-11-03T21:05:56+00:00 Yasmine Rosunally yasmine.rosunally@uwe.ac.uk <p><em>This research explores the execution of an inclusive learning environment (ILE) in a first-year Software Engineering programme at a Chinese university within a Transnational Education (TNE) framework. The practical use of inclusive education in TNE settings is still relatively underexplored, despite its acknowledged role in improving student experiences and results. Using surveys, interviews, and module evaluations, the study examines the unique challenges and opportunities presented when inclusivity practices cross-cultural and educational borders. The research identifies three key factors in creating an ILE: the programme setup, cultural sensitivities in teaching, and diverse assessment methods. These factors significantly enhance student engagement and overall learning outcomes. The study notably contributes to the discourse on inclusivity in TNE, particularly within the Chinese context, offering practical insights for educators and stakeholders developing inclusive TNE software engineering programmes. It ends by recommending further research on the long-term effects of these strategies on student outcomes and TNE policymaking.</em></p> 2024-05-31T00:00:00+00:00 Copyright (c) 2024 Yasmine Rosunally https://educationreview.co.uk/ter/article/view/3207 Barriers to success for culturally and linguistically diverse (CALD) pre-registration nursing students in the UK 2023-12-14T10:16:48+00:00 Lesley Halliday lesley.halliday@nottingham.ac.uk Maria Clark maria.clark@nottingham.ac.uk <p><em>In 2019, the UK hosted approximately 460,000 culturally and linguistically diverse (CALD) students, with health professional courses ranking in the top ten fields of application. This review highlights the usual challenges faced by CALD students on pre-registration nursing programmes. Attrition rates are high and there is a clear and concerning awarding gap. The importance of attracting and retaining CALD student nurses is critical to improve care for increasing numbers of CALD patients accessing healthcare in the UK. Challenges due to cultural differences reflected in the literature suggested cultural and linguistically diverse determining factors of both academic and personal success in nursing careers. These challenges spanned language, academic experience, personal, and social factors and placed significant additional stress on students studying on programmes recognised for their physical and emotional demands and intensity. Institutional improvement strategies to support the growing number of CALD pre-registration nursing students is needed to address barriers to success, reduce attrition, support anti-racism guidance, and increase successful course completion.</em></p> 2024-05-31T00:00:00+00:00 Copyright (c) 2024 Lesley Halliday, Maria Clark https://educationreview.co.uk/ter/article/view/3206 Peer Assisted Study Skills Initiative: Pilot Project 2023-11-20T09:32:52+00:00 Vasilica Munte vmunte@yahoo.com Sonia Badulescu soniatatormir@yahoo.com Nirmala Arunasalam nirmalaarunasalam7@gmail.com <p><em>This case study provides a reflective analysis of the Peer Assisted Study Skills (PASS) pilot project, which took place between June to August 2022 at the East London Global Banking School campuses. The pilot project evaluated the effectiveness of the student supporting student initiative in providing academic support for initial-year students from two chosen programmes and partnerships. Volunteer second year students from these programmes were recruited and trained to be PASS leaders. Findings illustrate initial year students’ improved motivation, voice and development of academic writing, study and IT skills. Leaders reported enhanced confidence, learning and employability skills. Lecturers attested to the effectiveness of PASS as initial year students acquired the relevant skills much faster than they would normally have done whilst leaders developed skills for their future careers. These significant outcomes paved the way for its expansion beyond the East London campuses, initially to the Manchester campus.</em></p> 2024-05-31T00:00:00+00:00 Copyright (c) 2023 Vasilica Munte, Sonia Badulescu, Dr Nirmala Arunasalam https://educationreview.co.uk/ter/article/view/3249 Navigating the Frontier: Addressing Artificial Intelligence Challenges in Tourism and Hospitality Education 2024-02-23T13:22:52+00:00 Bulent Aydin baydin1986@gmail.com Ibrahim Sirkeci sirkeci@theibs.uk <p><em>In this article, we explore artificial intelligence (AI) integration in tourism and hospitality education, analyze its implications, and propose strategies to address challenges. While AI has revolutionized operational processes and customer experiences, its adoption in higher education presents various opportunities and hurdles. The rapid evolution of AI necessitates frequent curriculum updates and faculty development. Moreover, addressing the digital divide and ethical considerations is also crucial. The article categorizes the implications into technological advancements, educational impacts, and future trends. Strategies for addressing AI challenges include curriculum integration, experiential learning, faculty development, interdisciplinary collaboration, and ethical education. By embracing AI responsibly, educational institutions can prepare students for success in the Fourth Industrial Revolution, ensuring positive social and economic impacts.</em></p> 2024-05-31T00:00:00+00:00 Copyright (c) 2024 Bulent Aydin, Ibrahim Sirkeci https://educationreview.co.uk/ter/article/view/3248 “Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education” by Kevin L. Merry 2024-02-17T01:25:45+00:00 Güven Şeker guvenseker@gmail.com <p><em>In “Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education,” Kevin L. Merry presents a comprehensive exploration of Universal Design for Learning (UDL) principles and their application in higher education settings. Merry's book offers a thorough examination of UDL's potential to revolutionize teaching practices and create more inclusive learning environments. Through a blend of theoretical insights, practical strategies, and illustrative examples, Merry equips educators with the tools they need to implement UDL effectively and foster student success.</em></p> 2024-05-31T00:00:00+00:00 Copyright (c) 2024 Guven Seker https://educationreview.co.uk/ter/article/view/3250 Front Matter 2024-06-12T21:36:11+00:00 2024-06-12T00:00:00+00:00 Copyright (c) 2024