Navigating widening capabilities: Non-traditional students’ experiences in higher education pathway courses in Australia

Pathway programs are widely recognised for widening participation (WP) of non-traditional students (NTS) in higher education (HE), yet little attention has been given to how these programs widen the capabilities and aspirations of NTS within the Australian HE context. Drawing on the concept of ‘widening capabilities’ (Gale, 2015; Walker, 2012), this study explores how an Australian university’s pathway programs help NTS overcome challenges, build confidence, and engage with HE in ways that align with their values and aspirations. Using a qualitative research approach, this study is based on interviews with 15 NTS who either discontinued or continued a sub-bachelor pathway program at an Australian university. The findings illustrate how pedagogies and curricula of these pathway programs widen capabilities of NTS to function by fostering personal growth and reflective learning. These insights contribute to broader equity debate, showing that pathway programs advance both access and outcomes, moving beyond a narrow focus on attainment to recognise success as both progression in HE and the development of valued capabilities.