Examining Transnational Education in British Universities for Enhancing Internationalisation: The Impact of Constructivism on Alignment

Transnational education (TNE) and the accelerating internationalisation of higher education demand pedagogical approaches that support deep learning across diverse contexts. Constructive alignment (CA) is widely adopted to align learning outcomes, teaching and assessment; however, its underlying constructivist rationale has weakened, creating a gap in effective curriculum design. Without its constructivist foundations, alignment risks being applied superficially, undermining deep learning potential. This study examines how emphasis on alignment affects the incorporation of constructivist theory in higher education institutions (HEIs) curricula. Adopting a qualitative cross‐institutional approach, we conducted 47 interviews across multiple UK and international HEIs and disciplines. Findings reveal diminished integration of constructivist principles, with CA often implemented as a linear process. Crucially, we identify a symbiotic relationship between learning outcomes and learning objectives, both essential for authentic CA design. We conceptualise CA as a dynamic, cyclical model for sense‐making, challenging purely linear interpretations. Theoretically, our study extends CA theory by proposing a novel cyclical constructivist model (with five interrelated elements) and articulating the mutual interplay of CA components. Practically, these results carry implications for policy and curriculum design in HEIs globally, urging institutions to reintegrate constructivist pedagogy to realise CA's full potential and enhance deep learning, thereby emphasising the importance of continuous knowledge sharing and iterative evaluation in effective CA design.