This presentation is based on a joint 6-year reflection of teaching at a UK/China Joint Institute collaboration in China, through which a pedagogical approach to TNE education has been developed, based on co-creating learning and teaching with staff and students. This joint institute is based on collaboration, with flying faculty from the Chinese and UK institution, as well as Chinese and UK employed colleagues permanently ‘on the ground’, who teach across 6 undergraduate and 2 post graduate programmes. The students graduate with 2 degrees following 4 years of study. The presentation deals with the entanglements of what it means to bring two culturally different ways of educating into a coherent understanding for staff and students, through a pedagogical approach that embraces difference. The work is informed by the epistemological ideas of the One World World and the opposing idea of Many Worlds in One World, addressing the fundamental challenges of future quality education addressing sustainable futures through peace, justice and strong educational institutions. Drawing on ideas from Donna Haraway and Karen Barad, the proposal of Response-able Pedagogy is addressed through three principles: The Principle of Art Thinking, The Principle of Engagement and The Principle of Anticipatory Ethics. The conclusion of the presentation explores how these three principles influence our teaching methods.