Inclusive Education: Practices and Challenges in a Transnational Educational Context
DOI:
https://doi.org/10.71957/bdha9v29Abstract
Transnational education (TNE) has become a major revolution in global higher education, allowing students to access degree programmes from institutions in other countries without physically crossing borders. With the rapid expansion of such opportunities worldwide, Africa has emerged as a significant hub. Between 1998 and 2021, the number of African students enrolled in degree programmes outside their home country increased by approximately 170%, highlighting the continent’s growing engagement with TNE. Lancaster University Ghana (LUG) is a prime example of this trend, offering Lancaster University UK degrees within Ghana.
As the only British university campus in West Africa, LUG attracts a diverse student body from across the African continent. This diversity highlights the importance of inclusive education, ensuring that all students—regardless of cultural, linguistic, or educational background—can fully participate and excel. Inclusivity in this context is not only a pedagogical necessity but also a defining feature of successful transnational education, where different traditions of learning and ways of knowing must be respected and integrated.
Drawing on Thomas and May’s (2010) four-pronged typology of student diversity, this study explores the teaching practices and challenges encountered by module leaders at LUG. The findings reveal that language barriers and differences in cultural background pose the most significant obstacles to inclusivity. However, module leaders adopt strategies such as encouraging classroom discussions, promoting peer consultations, and organising cultural or country exhibition days, all of which contribute to fostering a more inclusive learning environment.
By foregrounding inclusivity, this study not only reflects the lived realities of teaching in a transnational context but also offers practical insights into how institutions like LUG can strengthen their inclusive practices, setting a model for other TNE providers in Africa and beyond.
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Copyright (c) 2025 Irene Tiwaa Asare-Yeboa, Patrick Amfo Anim, Fredrick Boafo (Author)
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