This article is based on a systematic literature review of 196 publications, aimed at analysing global definitions of ‘non-traditional’ students (NTS) and their broader implications. NTS are often identified by characteristics such as age, educational background, or non-standard access pathways to higher education, but the lack of a unified definition creates ambiguity. In some contexts, these categorisations rely on comparisons to a presumed ‘standard’ student profile, which no longer reflects the diversity of today’s student populations. This article examines how language constructs binary distinctions between traditional and non-traditional students, often reinforcing exclusionary norms while also offering potential for reimagining inclusive identities. By incorporating an intersectional perspective, the article highlights how overlapping social categories such as gender, ethnicity and socioeconomic status shape unique challenges for NTS. This complexity underscores the inadequacy of rigid definitions and the need to address structural barriers that impact student access and success. The findings advocate for a shift from deficit-oriented views and language to frameworks that value the strengths and diversity of NTS. Rethinking traditional/non-traditional binaries and critically addressing structural and linguistic factors are essential steps toward creating equitable and inclusive higher education systems.
Schaper et al. (Wed,) studied this question.