Abstract This paper examines the experiences of Nigerian cross‐border students in UK higher education, focusing on how colonial legacies continue to shape the interplay between structure and agency. Three key themes emerged in the analysis of the data: First, the persistence of a ‘West is Best’ mentality reflects the internalisation of colonial hierarchies that position Western education as inherently superior while marginalising Nigerian knowledge traditions. This belief, rooted in colonial history, constrains agency by reinforcing dependency on Western epistemologies. Second, while participants described feelings of belonging, they also emphasised the need for constant adaptation and assimilation into UK academic norms. Such processes risk thinning agency by subordinating prior educational experiences and reinforcing neo‐colonial hierarchies. Third, structural misalignments in assessment practices, particularly the UK's emphasis on writing, independent research and referencing, posed challenges for students accustomed to exam‐based systems. These difficulties expose the privileging of Eurocentric academic practices and the marginalisation of alternative epistemologies. The study highlights how Nigerian students' strategies of adaptation can be read as both constrained and agentic, reflecting ‘thin agency’ while also offering opportunities for self‐formation. We argue that curricular content must consider how assessment practices take into account students' prior epistemological backgrounds. Creating space for diverse traditions and reflexive debate is crucial for thickening student agency and fostering more equitable transnational learning environments.
Marshall et al. (2026) studied this question.