Exploring Digital Experiences in Transnational Education: Insights from Jisc’s Latest Report

by Daniela Standen, University of Reading

Last semester, I had the pleasure of supporting a workshop run by Elizabeth Newall from Jisc at the British Council Going Global conference. It was a fantastic opportunity to engage with colleagues from across the sector and to hear about experiences beyond China, a region that has been the primary focus of my own work in Transnational Education (TNE).

As an institution, the University of Reading is now approaching the second phase of its involvement with the Jisc Digital Experiences in Transnational Education project. With a view to implementing some of the initial research recommendations, it seemed a good time to raise awareness within the BALEAP TNE community of the first Jisc report “Global Education and Technology: Insights into Transnational Student and Staff Digital Experiences”, published in October 2025.

The report presents findings from over 5,000 students and staff across 51 TNE contexts in more than 30 countries and explores how digital experiences shape learning and teaching in TNE, offering valuable insights for policy makers in particular, but also for practitioners at the coalface.

The report’s key themes include:

• Connectivity and Access: Issues with internet reliability and access to devices in some regions.
• Digital Resources: Licensing restrictions and platform access remain significant barriers.
• Cultural Differences: Local norms influence the use of digital tools for teaching and assessment.
• Digital Skills: Both students and staff require ongoing support to develop the skills needed for equitable participation.

What I found particularly engaging about this report is its focus on the lived experiences of both students and staff engaged in TNE. It also provides useful insights broken down by global region and mode of delivery (synchronous, asynchronous, and blended), touching on emerging topics such as internationalising curricula, assessment practices, and the role of generative AI in TNE.

For those involved in TNE, these insights are a welcome reminder that while technology enables global education, success depends on understanding and addressing the nuanced challenges faced by learners and educators across different contexts. You can read the full report here on Jisc’s website.

Daniela Standing is Academic Director of Teaching and Learning, NUIST-Reading Academy (University of Reading), and Institutional Lead, Jisc TNE Digital Experience Research Pilot