Conclusion and Contributions

The quality and relevance of Australian transnational vocational education provision are tied to teachers’ curriculum enactment. Drawing on the experiences of 13 teachers across nine countries, this inquiry highlights the challenges and imperatives of balancing national curriculum standardisation with the needs and interests of students and their sponsors. Exploring the factors influencing teachers’ decisions provides valuable insights into how the curriculum is transformed from its intended form. This final chapter offers four contributions to the transnational vocational education field, five implications and potential improvements for Australian policy and practice, and three recommendations for future research. In conclusion, it questions the sustainability of a standardised approach to curriculum implementation in transnational education, advocating for contextually negotiated curricula instead.