Knowledge Gain and Mindset Shift as Mediators in Transnational Education: A Structural Equation Modeling Study
Keywords:
Academic mindset, Internationalization, Self-efficacy, Structural equation modeling, Technology enhanced learningAbstract
The study investigates a ten-day technology enhanced learning camp that the British University in Egypt (BUE) hosted for forty Libyan students. Pre- and post-camp questionnaires assessed domain knowledge of robotics, first aid, and creative thinking; international higher education literacy; and academic self-efficacy, while qualitative data (from observations, focus groups, and reflective writing) contextualized the findings.The results showed statistically significant gains in all areas of interest. A structural equation model (SEM) was used to test whether perceived knowledge gain and shifts in academic mindset mediated the relationship between workshop quality and confidence in international academic planning, as indicated by global fit indices showing good model-data fit. For example, CFI = 0.96; TLI = 0.95; RMSEA = 0.06. The qualitative themes corroborate the quantitative trends, including the value of hands-on lab exposure, research-tool training, and structured navigation of admissions and scholarships.Researchers argue that short-format, technology enhanced learning (TEL-rich), trans-national programs can reduce information barriers, strengthen academic self-efficacy, and catalyze regional higher-education cooperation in post-conflict contexts. We conclude with the implementation guidance and a replicable framework for TEL-oriented internationalization initiatives in North Africa.
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