ORIGINAL RESEARCH article
Front. Commun.
Sec. Culture and Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1568138
This article is part of the Research TopicIntercultural Communication and International StudentsView all 9 articles
Triple-A Transnational Education (TNE): Addressing Intercultural Challenges
Provisionally accepted
- De Montfort University, Leicester, United Kingdom
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Transnational education (TNE) creates a dynamic intercultural space where students, staff, managers, and regulators engage with diverse norms, expectations, and institutional practices across borders. The intercultural challenges embedded in TNE remain underexplored in both research and policy. This study introduces the Triple-A TNE Partnership framework-agility, adaptability, and alignment-as a practice-based model for navigating these complexities.Drawing on a multi-source dataset-123 student surveys, 67 responses from staff, managers, and regulators, 55 parent surveys, 108 TNE review reports, and 12 in-depth interviews-this study examines how institutions respond to disruption, negotiate structural differences, and manage competing priorities.Agility supports timely, trust-building responses to change. Adaptability enables contextsensitive teaching, assessment, and governance. Alignment fosters coherence among institutional goals, stakeholder roles, and incentive systems. Together, these capabilities offer a practical, empirically grounded approach to intercultural engagement. The Triple-A framework provides institutions and regulators with a clear foundation for building successful and sustainable TNE partnerships in an increasingly complex and interconnected global landscape.
Keywords: transnational education, TNE, intercultural, Triple-A TNE Partnership, Agile, Adaptable, Aligned
Received: 28 Jan 2025; Accepted: 05 May 2025.
Copyright: © 2025 Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jiayi Wang, De Montfort University, Leicester, United Kingdom
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