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Higher education institutions (HEIs) worldwide have been hosting an increasing number of international students in pursuit of internationalisation. However, scholars have observed the inequitable relationship between international students and HEIs, particularly the dearth of classroom pedagogies that equitably support international students. This qualitative study illuminates the lived experiences of 13 international graduate students encountering the philosophy and practices of technology-enhanced differentiated instruction in Singapore. Findings show that international students appreciated the use of technology-enhanced differentiated instruction to support their learning, particularly its promises to foster inclusivity, offer choices to meet learning needs, provide scaffolding, and use assessment to deepen learning. However, pitfalls emerged around contextual and cultural differences, with participants suggesting the need to balance autonomy with guidance and rationalise pedagogical decisions. By foregrounding international students’ voices, this study argues for changing not just the pedagogical strategy but the stance HEIs adopt to create more inclusive and equitable classrooms.
Heng et al. (Wed,) studied this question.