Perspectives on virtual cross-border teaching in higher education

By Associate Professor Ir. Ts. Bridgid Chin Lai Fui

Virtual cross-border education is increasingly recognised as an innovative way to overcome barriers in global learning. It creates opportunities to build strong transnational relationships among institutions, researchers, and students without the need for physical mobility, helping reduce the carbon footprint of travel.

The motivation for adopting such educational settings is to advance the internationalisation of the curriculum by using English as the medium of instruction and providing opportunities to explore global, cultural, and heritage-informed perspectives (Griffith University 2011).

Modern higher education now goes beyond transmitting disciplinary knowledge; it emphasises adaptability, lifelong learning, critical thinking, creativity, intercultural communication, and teamwork. This aligns with Curtin University’s Graduate Capabilities, where graduates are envisioned as innovative, entrepreneurial, digitally competent communicators who are globally engaged, culturally respectful, and well-prepared for their careers.

Transnational education is defined as “the delivery of an educational award in a country other than that in which the awarding body is based. It can include, but is not limited to, branch campuses, distance learning, joint and dual programmes, fly-in faculty, or blended learning” (Universities UK, 2018).

According to Universities UK (2025), Malaysia – with a total of 41,000 students in 2022–2023 – is one of the key transnational education markets for the United Kingdom. Today, transnational education is a prominent feature of Malaysia’s education landscape, with UK–Malaysia collaborations continuing to grow since the launch of the first such programme nearly thirty years ago.

An estimated 84,227 students were enrolled in transnational education courses offered by Australian providers at campuses outside Australia in 2018 (Croucher et al., n.d.). In Malaysia, 19,350 students chose Australian providers, with Accounting, Information Technology, and Business Management being the most popular fields. Similarly, in China, 13,419 students engaged in Australian transnational education, with a strong preference for Business Management, followed by Accounting and Commerce. These trends highlight the appeal of business-related disciplines among students in both countries.

At Curtin University, transnational teaching is actively promoted to strengthen collaboration across campuses. For example, in the CHEN4016 Process Economics, Management and Sustainability unit, a standardised guest lecture was delivered simultaneously to students at both its Miri and Perth campuses.

Standardised guest lectures ensure consistency in curriculum delivery across dispersed campuses. They maintain academic equivalence and alignment of learning outcomes, giving students equal access to expert knowledge and diverse perspectives. This practice supports inclusivity, alignment in assessment expectations, and curriculum coherence, enabling students across campuses to develop comparable competencies.

Beyond content delivery, such initiatives help foster a sense of belonging to a global learning community and encourage intercultural engagement. For staff, they strengthen cross-campus collaboration, facilitate knowledge exchange, and contribute to professional development. However, despite its growth, transnational education remains complex and requires deeper understanding to ensure success for all stakeholders (Maxwell-Stuart & Huisman, 2018).

While transnational teaching offers many opportunities, it also presents challenges for students and educators. Technical issues such as software incompatibility, sudden system crashes, or platform restrictions can disrupt lessons and lower motivation. Time zone differences add another layer of difficulty, as live lectures or group work may require students to join at inconvenient hours. Recorded sessions offer flexibility but cannot fully replace the value of real-time discussions and feedback.

Cultural and pedagogical differences also shape the learning experience. Some students come from backgrounds favouring structured, teacher-led lessons, while others thrive in open discussions and problem-solving activities. These differences affect how students learn and work together.

Cross-border teaching can also leave students feeling disconnected from their host campus. Stronger pastoral care mechanisms and online communities are therefore essential to enhance students’ sense of belonging. For educators, the challenge lies in balancing respect for local traditions with preparing students for the global skills needed to succeed today.

According to Tsiligiris (2021), advancements in transnational education include metrics to assess quality and impact, closer monitoring by local authorities, and greater acceptance of online learning by students, parents, and regulatory bodies. National and international regulators are also encouraged to highlight its alignment with the United Nations Sustainable Development Goals (UN SDGs).

The integration of emerging technologies – such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) – is another way to enhance engagement in borderless learning.

Looking ahead, Tsiligiris (2021) suggests potential areas for innovation. These include improving the student experience and employability through constructive alignment, leveraging digital technologies to enhance sustainability and operational impact, and embracing flexible learning models beyond the traditional divides of “home vs transnational” or “face-to-face vs online.”

To conclude, transnational teaching remains an important pathway for widening access to quality education, promoting cross-campus collaboration, and preparing students for a globalised future. While challenges like time zone differences, technology limitations, academic integrity, and cultural expectations persist, they also present opportunities for innovation.

With stronger regulatory support, flexible delivery models, and strategic use of digital technologies, transnational education can deliver meaningful student experiences and sustainable impact. Aligning these efforts with the UN SDGs will further ensure that transnational teaching not only benefits individuals but also contributes to global progress.

Associate Professor Ir. Ts. Bridgid Chin Lai Fui is Chair of the Faculty of Engineering and Science Student and Alumni Committee and an associate professor in the Chemical and Energy Engineering Department at Curtin Malaysia. She is actively involved in teaching, research, supervising students, and providing academic leadership. Her research focuses on converting lignocellulosic and plastic waste into value-added bioproducts and biohydrogen using green technology. She has received numerous international and national research grants and published widely in academic journals and conferences. She is currently working on projects involving the conversion of water hyacinth to syngas enriched hydrogen under the Curtin Malaysia Sustainability Research Grant 2021, and the sustainable use of Sarawak bamboo biowaste derived activated carbon for high-performance supercapacitors and soil remediation under the Sarawak Research Development Council Catalyst Grant 2023. She is a Chartered Engineer (CPEng) with Engineers Australia, a professional engineer with the Board of Engineers Malaysia, a professional technologist with the Malaysia Board of Technologists (MBOT), and a Fellow of the UK Higher Education Academy. She welcomes opportunities for partnerships and collaboration and can be contacted at bridgidchin@curtin.edu.my.