Cultivating sustainable architecture and built environments through cross-cultural education

Purpose This paper examines the thrust, process and implementation of TNE programmes, using the TRANSABE-EDU collaborative project as a case study in architecture and built environment (ABE) postgraduate education. The project seeks to develop transdisciplinary, transnational education (TNE) programmes in ABE by integrating the educational strengths and cultural insights of British and Egyptian institutions. Design/methodology/approach This study employs a comprehensive methodology, integrating systematic literature reviews, stakeholder engagement, benchmarking analyses and content analysis to develop a framework for transdisciplinary TNE programmes. Data were gathered using bibliometric tools, qualitative content analysis and stakeholder workshops in Egypt and the UK. Findings The study identifies critical gaps, including the lack of interdisciplinary approaches and limited integration of emerging technologies. It highlights key opportunities for enhancing collaboration through TNE programmes, such as developing joint degree offerings, embedding sustainability throughout curricula and harnessing digital platforms for collaborative learning. Research limitations/implications As an insightful case study for the British Council, the TRANSABE-EDU project demonstrates practical methods for conceptualising and administering TNE programmes. The outcomes would set benchmarks for establishing transdisciplinary courses in ABE, elevating future TNE initiatives’ quality and long-term viability. The empirical validation of the curriculum is outside the scope of this paper and will be independently conducted, with results to be presented in a subsequent paper. Practical implications The practical implications of this study address diverse beneficiaries. Academic administrators and policymakers should prioritise investment in state-of-the-art learning management systems that support hybrid, flexible teaching methods tailored to diverse international student bodies. Institutions should implement continuous professional development programmes placing emphasis on enhancing digital literacy, cross-cultural communication and transdisciplinary teaching practices. Coordinated policy efforts, such as establishing global accreditation standards for TNE provisions and streamlining administrative processes, are crucial to sustain and expand high-quality TNE programmes. Originality/value This research connects cross-cultural collaboration with transdisciplinary approaches in ABE education. It offers a pioneering framework for TNE programmes that prioritise sustainability, cultural relevance and innovative pedagogical techniques.