DefinePK

Abstract

This study examines the opportunities and challenges of students studying from foreign-educated faculty in public sector universities. Drawing 10 focus group discussions with students, the research explores how the global crisis has reshaped academic environments and the integration of international perspectives in higher education. Participants highlighted the potential for enhanced collaboration and innovation, leveraging their diverse educational backgrounds to contribute to institutional resilience and students’ abilities. Despite these opportunities, foreign-educated faculty members encountered several challenges that students also face. Through foreign educated faculty, the sudden shift to online teaching and the ensuing digital divide revealed significant disparities in access to resources and technology and facilitate more to the student. The findings revealed that foreign-educated faculty bring a wealth of international knowledge and diverse pedagogical approaches, which are highly valued in fostering global perspectives among students. Moreover, the shift to online education has exacerbated issues related to technological infrastructure and access, particularly in resource-constrained settings. Foreign-educated faculty often face difficulties in adapting their teaching methods to these limitations, which can hinder their effectiveness and the overall quality of education. The findings suggested that public sector universities need to adopt comprehensive strategies to support foreign-educated faculty in the post-COVID era. The study recommended the robust digital infrastructure, fostering inclusive and flexible policies for foreign educated faculty.