Move beyond one-size-fits-all education for international students

The rapid expansion of student mobility, transnational education and online learning has transformed the demographic makeup of our university cohorts. We’re now teaching diverse groups of global learners, many of whom are multilingual or non-native English speakers. Yet, when it comes to supporting these students, institutions often export a rigid, one-size-fits-all version of “best practice”, which assumes an Anglocentric baseline.

When we rely on standard approaches that are designed for domestic students, we inadvertently create barriers for international learners. Studying complex academic concepts in a different cultural context, or in a second or third language, places additional demands on working memory and attention, increasing cognitive load and making it harder to process new information. 

• Why ethical internationalisation starts with listening
• Campus Talks: What lies behind the success – or failure – of international branch campuses?
• Digital assumptions versus global realities in transnational education

If we don’t actively design programmes to mitigate this, we risk leaving talented international students behind. To widen access and ensure equitable outcomes, we need to shift focus towards inclusive course design, embedded academic skills and English for academic purposes support, alongside culturally contextualised teaching methods.

Here’s how you can build a more inclusive, culturally and linguistically sensitive learning environment for global students.

Ditch the one-size-fits-all approach

Instead of forcing a universal model on to diverse student groups, take time to understand and embrace the local context of learners.

• Audit cultural references: Review reading lists, case studies and lecture examples. Remove colloquialisms, regional idioms and culturally specific references that might confuse a non-native speaker. If you need to use a specific local example, take a moment to briefly explain its context first.
• Adapt to local learning realities: In online or transnational contexts, recognise that internet bandwidth, access to technology and cultural attitudes towards questioning authority vary wildly around the world. Design asynchronous activities that allow students to process information at their own pace, rather than relying entirely on rapid-fire live debates.

Embed academic skills directly into the curriculum

A common mistake is treating English for Academic Purposes and academic skills as a separate, remedial issue to be handled by student support services. When we send students elsewhere to “fix” their English and skills, we adopt a deficit model that isolates them from their core subject.

Embedding academic literacies within disciplinary teaching can have much better results, according to research. In fact, integrated approaches improve student confidence, performance and retention because skills are taught in context rather than as add‑ons. They also benefit all learners, not just those perceived as needing help, and avoid placing the burden on students to seek additional external support.

Academic skills support should also be woven seamlessly into the fabric of your course design:

• Scaffold assessments: Rather than setting one large final essay, break assessments into smaller, manageable milestones. Ask for an outline first, then a draft,  and provide formative feedback on both subject knowledge and academic communication along the way.
• Provide subject-specific glossaries: Every academic discipline has its own specific terminology. Create an accessible glossary of key terms, acronyms and theoretical concepts at the start of every module. This saves multilingual learners spending hours translating vocabulary before they can even begin to engage with the actual concepts.
• Model good practice: Share examples of past assignments. Show students what a successful essay or report looks like in your specific discipline, highlighting the structure and language used.

Adopt language-sensitive delivery methods

Inclusive course design isn’t just about what you teach but also how you present it. Simple adjustments to how you deliver content can significantly reduce the cognitive load for non-native speakers, as well as all students managing the challenges of English for specific academic purposes.

• Provide materials in advance: Release lecture slides, reading lists and key questions at least 48 hours before a live session. This gives multilingual students time to read, translate and process the material, so they can participate more confidently in live discussions.
• Leverage multimedia and accessibility tools: Always enable closed captions on video content and provide written transcripts for recorded lectures. This allows students to read along as they listen, which dramatically improves comprehension and retention.
• Format for readability: Break up long walls of text in the virtual learning environment. Use clear headings, bullet points and bold text to highlight crucial information. A clean, uncluttered layout makes it far easier for students navigating content in a second language.

4. Value the diverse perspectives of global learners

Finally, it’s essential to reframe how we view international students. They’re not a problem to be solved but an asset to our academic communities. They bring unique professional experiences, diverse cultural viewpoints and valuable local knowledge to our classrooms.

Encourage sharing of these experiences and viewpoints by designing collaborative activities that invite students to apply theoretical concepts to their own cultural and employability contexts. Collaborative, intercultural tasks – especially  those that connect theory to local contexts  – can foster more inclusive, participatory learning environments, as a form of internationalisation at home, and improve outcomes for linguistically diverse groups, research has shown.

Ultimately, supporting diverse learners in international, transnational and online education requires intention. By moving away from rigid, exported or colonial models and embracing culturally inclusive, language-sensitive design, we can create educational environments where all students have the opportunity to succeed. When we embed support into our curriculum and respect the realities of global learners, we not only improve access, we elevate the learning experience and support internationalisation of the curriculum for everyone.

Anthony Manning is associate dean of international at Arden University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.