Inclusive Learning Environment in Transnational Education: A Case Study of a First Year Software Engineering Programme

Abstract

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.