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

Abstract

The rapid expansion of English-medium instruction (EMI) in transnational education (TNE) has increased the need for evidence-based higher education (HE) curriculum models 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 traditional semester-based models and immersive block-model delivery in China and Papua New Guinea, and by exploring students’ block-model experiences. Retrospective institutional data on student success (N = 8974) and satisfaction (N = 2067) were analysed alongside 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, indicating that immersive block models can support positive student outcomes while highlighting 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.