Improving the digital experience for Black international students, part two: ongoing support and strategic planning

The success and well-being of Black international students at UK institutions relies not only on their initial integration but on ongoing, culturally sensitive support and strategic planning. In part one of this mini-series, I discussed how to support students pre- and on arrival, and in this resource, I explore the role of strategic planning, cultural sensitivity and ongoing support in improving the digital experience for these students.

Ongoing support and cultural sensitivity

Beyond the first induction period, universities must provide constant support. Regular seminars, training courses and one-on-one assistance with digital literacy, academic practices and technological tools constitute part of this. Furthermore, clear direction on ethical behaviour and artificial intelligence use is crucial to making sure students negotiate the expectations and standards of digital behaviour in the UK. Such ongoing learning helps students understand academic standards and technological innovations here.

Support systems should be culturally sensitive, recognising the diverse backgrounds of Black international students. This involves creating supportive environments where students feel comfortable sharing their challenges and experiences, such as through regular peer support groups, culturally inclusive mentoring schemes and safe spaces for open dialogue. Additionally, universities should provide dedicated student advisers, accessible feedback mechanisms and forums for anonymous input, ensuring that the voices of Black international students are heard and their needs addressed. These initiatives foster a sense of belonging and empower students to navigate their academic journey with confidence. Gathering an understanding of students' needs and preferences depends critically on feedback systems such as surveys and focus groups. 

Action learning sets, which involve small groups of students working collaboratively to solve real-world problems while reflecting on their experiences, are excellent for fostering active participation and a strong sense of community. This approach not only encourages students to engage deeply with their learning but promotes teamwork and mutual support, creating an environment where students feel connected and invested in each other’s success. 

Establishing robust peer support systems, such as cultural or academic societies (African or Caribbean societies, religious groups and subject-specific clubs, for example) will significantly enhance ongoing assistance for Black international students. These networks offer students a platform to connect with peers who share similar experiences, thereby fostering a stronger sense of community and support. Current students and alumni can help new students negotiate the digital and academic terrain of the university and provide mentoring, direction and practical advice within these societies. 

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Strategic planning and equity

Strategic planning is vital for making sure the digital experience is equitable, and that every student has access to the tools and support required. This involves providing tools and resources tailored to the diverse needs of the student body. Drawing on insights from digital experiences, universities could develop mobile-friendly apps that ensure students can easily access and navigate digital resources from their devices, ensuring that these are inclusive and user-friendly to accommodate the varying levels of technological proficiency and preferences among Black international students.

Creating an inclusive learning environment critically depends on maintaining academic integrity in the context of digital education. Universities can achieve this by emphasising the importance of individual voice and reasoning through workshops on ethical academic practices or by embedding discussions around integrity into course content. This approach might include personalised guidance sessions where students receive tailored advice on how to navigate academic expectations, understand citation rules and develop their own critical thinking skills. Such initiatives would ensure that students are not only aware of academic standards but are also equipped to meet them confidently in their digital and academic work. 

Institutions can also empower Black international students to confidently engage in scholarly discussions and contribute to the academic community by fostering moral behaviour and critical thinking. This is possible through targeted mentorship programmes run by academics that focus on ethical scholarship and discussion-based seminars that encourage debate and the exploration of diverse perspectives. By creating spaces where students can practise articulating their ideas and receive constructive feedback, universities can help them develop the skills needed to participate actively and ethically in academic conversations.

Evaluating the success of digital support plans and pointing out areas needing development depend on having regular feedback systems. Institutions should carry out regular evaluations of support programmes using surveys, focus groups and unofficial feedback sessions to get Black international students’ opinions. This process of ongoing development guarantees that support plans stay relevant and flexible enough for students’ changing needs.

Holistic digital support integrates technological, sociocultural and academic dimensions. This requires coordination among departments, including the international office, digital learning team and student support services. At some universities, cross-departmental initiatives such as integrated orientation programmes have successfully addressed the diverse challenges Black international students face. These programmes combine digital literacy workshops, cultural adjustment sessions and academic skills training all facilitated by departmental collaboration. To initiate such cross-collaboration, universities can plan regular interdepartmental meetings and create task forces focused on specific student needs, ensuring that support services are aligned and comprehensive. 

We must encourage Black international students to improve their digital experience by means of ongoing support, cultural sensitivity and strategic planning, all of which create an environment where Black international students feel supported, valued and empowered to succeed. It is not just Black students who stand to gain from this dedication to inclusivity and equity but institutions themselves. 

Patrice Seuwou is 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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