Contemporary higher education curricula are largely inquiry-based where students are expected to be involved in research, critical thinking and deep learning practices. This curriculum approach promises innovative and authentic learning, but the success depends on students’ prior knowledge and cultural capital in the forms of critical thinking, interdisciplinary knowledge and communication. Because of the dissimilar learning cultures and educational practices, many international students find inquiry-based learning unconventional, inconsistent, and time and resource demanding. Although these learning difficulties of international students have been discussed by some authors, relevant practical strategies or guidelines to address the problem in curricula have not been discoursed significantly in the literature. In our Chapter, we will investigate the feasibility of the inquiry-based curriculum approach in relation to the academic needs and wants of international students. In this regard, we will draw case studies from UK, Bangladesh and Korea, and also analyse views of twelve international students studying in UK universities. Our discussion will focus on the impacts of traditional higher education curricula and support systems on students’ meaningful and applied learning. Practical guidelines on designing effective curricula for international students may emerge from the case studies, discussion and empirical findings.
|Title of host publication||Real World Learning - Making it Real|
|Publication status||In preparation - 2019|