Digital cultural knowledge and curriculum: the experiences of international students as they moved from on-campus to on-line education during the pandemic

This paper explores how COVID-19 affected the experiences of international students enrolled to UK on-campus universities and how they made sense, navigated and lived out the on-line university as the possible educational alternative put in place during COVID-19. We argue that ‘emergency teaching' was normalised as digital education, leading students into a digital trap that constrained to a large extent their educational experience to access of expert knowledge. This curriculum issue is reflective of a lack of digital imagination which is compounded by a scarcity of digital cultural knowledge resulting in misrecognition of digital education as a field in its own right. We conclude that digital education would benefit from being understood as having its own logic of practice and localised within the cultural norms of its field of application: a digital field. [ FROM AUTHOR] Copyright of Learning, Media & Technology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)