Uses of a Post-Qualitative Autoethnographic Approach to Analyse Transboundary Learning Culture in Asia-Pacific Contexts: Conceptual and Methodological Discussions

The post-pandemic era poses unprecedented global challenges for higher education institutions, requiring them to move beyond traditional approaches. This article proposes that transboundary learning and research cultures (TLRC) can capture the contemporary education landscape in Asia-Pacific contexts by providing cross-cultural and cross-disciplinary knowledge in a postmodern era, underpinned by globalization. We present a trans-paradigmatic conceptual model, based on post-qualitative methods to advance scholarship in transboundary studies. In doing so, we illustrate the rigour of autoethnography as a post-qualitative methodology that enables subjective interpretations of meaning from local contexts, reflecting the issues of modernity in the Asia-Pacific educational practices. We aim to disrupt traditional academic scholarship's positivist and ethnocentric tendencies and suggest new research methodology directions framed in the post-structuralist and post-colonial TLRC framework by suggesting some new research agendas and directions.