The evolution and conceptualisations of transnational education

Abstract Transnational education (TNE) has traditionally been recognised as the movement of higher education providers and programmes across international borders, but recently, broader interpretations have emerged. Over the last three decades, TNE has continuously evolved to address changing global needs and conditions. While the establishment of overseas campuses decelerated during the 2010s, this trend rebounded strongly in the 2020s, driven significantly by developments in India. The primary objectives of this commentary are to trace the historical origins and development of TNE; identify various modes of TNE delivery and the institutions providing in‐person programmes; recognise current market developments; and, crucially, propose a globally acceptable definition for researchers and practitioners, to improve future data collection and analysis. Drawing on a rigorous search of the scholarly literature, institutional publications, trade journals, and data from government and specialist research organisations, this paper maps the TNE landscape. The findings indicate that TNE has increasingly shifted from a standardised export model based on home campus replication towards educational products co‐created by foreign and local partners. Ultimately, it becomes evident that when executed under the right circumstances and with proper oversight, TNE yields significant benefits for students, academic institutions, and host countries. Context and implications Rationale for this study: Transnational education (TNE) has shifted from a niche activity to a core internationalisation strategy of higher education institutions. For example, the United Kingdom (UK) now educates more TNE students through offshore programmes than it hosts international students on domestic campuses. However, a consensus on the definition and scope of TNE remains elusive. Why the findings matter: Conceptual clarity is necessary to establish a shared understanding of what does and does not constitute a form of TNE. Implications for educational researchers, practitioners and policymakers: This paper offers a refined definition of TNE, establishing cross‐border education as a subset of TNE. It is the first scholarly publication to identify and classify the full spectrum of TNE providers within this framework. The enhanced clarity enables researchers, practitioners, and policymakers worldwide to collect and analyse data more consistently. Ultimately, this may promote the further development of TNE as a dynamic ecosystem grounded in equity, sustainability, and mutual capacity‐building, where cross‐border collaboration yields shared solutions for common problems.