Improving the digital experience for Black international students, part one: before and on arrival

Black international students come to the UK for its institutions’ globally recognised degrees, high academic standards, diverse cultural exposure and opportunities for personal and professional growth.

Black international students bring a wealth of cultural diversity and new perspectives to UK universities. However, they often face specific digital and cultural barriers that can hinder their academic and social integration. To address these challenges, UK institutions must implement targeted pre-arrival and on-arrival support strategies to ensure that these students are well prepared and supported from the moment they decide to study in the UK. This article explores the digital and cultural barriers faced by Black international students and highlights effective pre-arrival and on-arrival support initiatives.

Understanding specific challenges

Black international students often encounter “digital shocks” because of the significant differences in digital infrastructure, pedagogical approaches and cultural contexts between their home countries and the UK. These shocks can manifest in various ways:

Digital infrastructure: many Black international students come from regions where digital infrastructure is less developed. Upon arriving in the UK, they may find themselves unprepared for the high dependency on advanced digital tools and platforms integral to UK higher education.

Pedagogical approaches: the assessment regime as well as the teaching and learning styles in UK universities can differ greatly from those in the students’ home countries. The emphasis on independent learning and the extensive use of digital resources for coursework and communication may be unfamiliar and overwhelming.

Cultural contexts: the digital behaviour and norms in the UK can be quite different from what Black international students are used to. This includes differences in communication styles, digital etiquette and the use of technology in social and academic settings.

Addressing these challenges requires a nuanced understanding of students’ backgrounds and proactive measures to bridge the digital and cultural gaps.

• Resource collection: Being Black in the academy
• Action to improve diversity and inclusion for Black students and staff
• How to tell if your university is making a genuine effort to increase diversity

Pre-arrival support

The journey to enhancing the digital experience for Black international students begins well before they arrive on campus. Providing comprehensive pre-arrival support is crucial in preparing them for the transition.

Virtual campuses: a mobile-friendly virtual campus tour can allow prospective and incoming students to explore the campus environment digitally. This helps students familiarise themselves with the layout of the university, key facilities and available digital resources. Such virtual tours can alleviate anxiety and build a sense of belonging before students arrive.

Detailed pre-arrival information: pre-arrival programmes that include detailed information about the UK’s digital landscape are effective. They should encompass guidance on device requirements, internet access and basic digital literacy resources. Such information helps students to understand what to expect and how to prepare, reducing the initial digital shock.

Peer support networks: induction teams can engage current international students to contribute to the creation of pre-arrival support materials. This peer-led approach ensures that the content is relevant and relatable and addresses common concerns and questions that new students might have. Interactive platforms such as Padlet can facilitate pre-arrival community building, enabling students to connect with their peers and establish support networks.

On-arrival integration

Once these students arrive in the UK, comprehensive onboarding processes are essential in supporting their digital and cultural transition.

Onboarding workshops: universities can develop mobile-friendly and low-bandwidth pre-arrival resources, and continue this support with extensive onboarding workshops. These workshops should cover the use of digital tools and platforms specific to the UK academic context. They should also address the norms of digital communication and collaboration, helping students to understand the expectations and practices in their new environment.

Some suggestions for onboarding workshops include a “digital orientation” workshop covering essential UK academic platforms, digital communication norms and cybersecurity. Additional workshops should focus on library resources, time management tools, collaborative software and academic integrity, ensuring that Black international students are prepared for the digital and cultural environment of UK higher education.

Extended induction programmes: universities should offer induction programmes that extend beyond the first few weeks of the semester. These should include ongoing workshops and training sessions that gradually introduce students to the digital systems and resources they will use throughout their studies. Additional cultural awareness courses will further help students to integrate into British culture, norms and values. This extended support ensures that students do not feel overwhelmed and can integrate at their own pace.

Extended induction programmes should include ongoing workshops such as those in advanced digital literacy, cultural awareness and adaptation, academic writing, career readiness and mental health and well-being. These sessions ensure that Black international students gradually adapt to UK university life, offering continued support and integration into the digital and cultural environment.

Peer support networks: establishing robust peer support networks is another effective strategy. These networks, comprising current students and alumni, provide mentorship and guidance, helping new students navigate the digital landscape of the university. This peer interaction fosters a sense of community and belonging, which is crucial for the well-being and success of Black international students.

By understanding the challenges faced by Black international students and implementing targeted pre-arrival and on-arrival support strategies, UK universities can significantly enhance these students’ digital experiences. Initiatives such as virtual campuses, detailed pre-arrival information, comprehensive onboarding workshops and peer support networks are instrumental in preparing these students for success. As the demographic landscape of higher education continues to evolve, it is imperative for universities to adopt inclusive and proactive measures, ensuring that all students, regardless of their background, are well supported and empowered to thrive academically and socially.

Patrice Seuwou is an associate professor of learning and teaching and director of the Centre for the Advancement of Racial Equality at the University of Northampton.

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