Beyond Curricular Export: Re-imagining Transnational Education as a Vehicle for Enhancing Teaching practices

Abstract

Continuous professional development (CPD) is vital for upskilling educators; however, such opportunities remain limited in many low- and middle-income countries (LMICs), particularly for healthcare educators involved in nursing and midwifery teaching. To address this gap, we established a British Council funded Transnational Education (TNE) partnership with a Midwifery Institute in Bangladesh to support the upskilling of its teaching team in modern pedagogical practices. This paper reports how we designed an intensive workshop on contemporary teaching approaches through a participatory needs analysis and decolonial lens to ensure cultural appropriateness and to reposition TNE as a collaborative, culturally attuned model of educational enhancement. Combining theoretical principles with hands-on activities, we developed a three-day workshop focused on curriculum design, active learning, and the pragmatic use of digital tools such as PowerPoint, Microsoft Forms, and Generative AI (GenAI) to create interactive and culturally relevant learning materials. Structured questionnaires and a follow-up focus group were used for evaluation. Results indicated that participants found the training highly relevant and immediately applicable. Learning about different formats of active learning as well as using GenAI gave them the confidence to enhance their practice. The study demonstrates that adaptive, context-sensitive design, which is anchored in inclusivity, digital capability, and decolonial practice can enhance the sustainability and local impact of TNE initiatives and move beyond traditional models of curricular export.