Abstract:

In Higher Education (HE), the pursuit of Equality, Diversity, and Inclusion (EDI) is one of the most highlighted areas. As a pillar of progress, EDI helps foster environments where all individuals have equal access to opportunities and resources regardless of background or circumstance. The pursuit and interplay of the principles of EDI become a different dimension in Transnational Education (TNE), influencing not only the experiences of students and educators but also the broader socio-economic landscape of host and home countries. This abstract delves into the multifaceted dimensions of EDI within the context of TNE, especially between China and the UK, exploring their impact, and proposing strategies for advancing them. The work includes exploring the importance of EDI for fostering cross-cultural understanding, academic excellence, and social cohesion in the Joint Programme (JP) between the Queen Mary University of London and the Beijing University of Post and Telecommunications (BUPT).

In the increasingly interconnected world, TNE has become a vital component of global education. TNE encompasses a broad range of educational activities, including branch campuses, distance learning programs, joint degrees, and academic partnerships between institutions located in different countries. One of its key features is the ability to offer students access to high-quality educational opportunities from institutions located in different parts of the world. With the potential to go beyond geographical boundaries, TNE presents opportunities and challenges in establishing the practice of equality, embracing diversity, and promoting inclusion.

EDI plays an important role in providing a sense of belonging to the students and in TNE, it represents a different approach that embraces diversity as a catalyst for innovation and enrichment in the context of cross-border education. Unlike the regular HE, the students are from different areas of the same country with an inclusion of wide cultural diversity. The joint programs provide flexibility and accessibility, allowing students to pursue higher education without the need to relocate or travel extensively, with the option of completing one year of study. Statistics show that a good percentage of the students choose to complete their sophomore year in the partnered UK university. At this point, the impact of effective implementation of inclusion becomes visible and highlights its importance more evidently. The inclusion in TNE encompasses a broad range of educational activities, including branch campuses, distance learning programs, joint degrees, and academic partnerships between institutions located in different countries.

The strategy of successful implementation of EDI in TNE not only involves inclusive curriculum design, it also involves several different activities to ensure the students that they also belong to the awarding institution, which does not depend on their location of study. Despite its potential for transformative change, the realisation of EDI in TNE comes with challenges and complexities. Structural barriers, including unequal resource distribution and institutionalized discrimination, often hinder efforts to create truly inclusive learning environments. There is further scope for exploring different strategies for ensuring EDI in the context of TNE while analysing the impact on students and educators, which can improve the teaching and learning experience.

Keywords:

Equality Diversity Inclusion (EDI), Transnational Education (TNE), Inclusive Learning Environment.