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Student Experiences of Immersive Block Learning in English-Medium Instruction Transnational Education: An Exploratory Case Study
Journal article   Open access   Peer reviewed

Student Experiences of Immersive Block Learning in English-Medium Instruction Transnational Education: An Exploratory Case Study

Sharon Leslie, Thomas Roche, Elizabeth Goode and Raphaela Value Sigamata
Education Sciences, Vol.16(8), pp.1-18
14/08/2026
DOI: https://doi.org/10.3390/educsci16081297
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Abstract

immersive block learning transnational education (TNE) English-medium instruction (EMI) student experience student success curriculum innovation active learning cross-cultural higher education English as an additional language or dialect (EAL/D)
The rapid expansion of English‑medium instruction (EMI) in transnational education (TNE) has increased the need for evidence‑based higher education (HE) curriculum mod‑ els that support diverse student cohorts in cross‑cultural contexts. This exploratory mixed‑ methods study examines the effectiveness of block models in EMI TNE partnerships by comparing English as an additional language/dialect (EAL/D) student outcomes across tra‑ ditional semester‑based models and immersive block‑model delivery in China and Papua New Guinea, and by exploring students' block‑model experiences. Retrospective institu‑ tional data on student success (N = 8974) and satisfaction (N = 2067) were analysed along‑ side focus group data on student experiences. Findings indicate that the block model is associated with significantly higher student success rates in China (76.3–92.2%) and Papua New Guinea (57.3–72.1%; both p < 0.001), while satisfaction remained high and increased significantly in China. In addition, students perceive the model as fostering self‑discipline, autonomous learning, and collaborative skills. This study extends the limited evidence base on curriculum innovation in English‑medium transnational higher education, indicat‑ ing that immersive block models can support positive student outcomes while highlight‑ ing the importance of local implementation conditions in shaping students' experiences. Implications emphasise the need for consistent operationalisation of the block model and pedagogical scaffolding to optimise effectiveness in cross‑cultural higher education settings.

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