Keystone Education Group’s 2025 data reveals a dynamic year for international student mobility, with some sharp declines across traditional powerhouses alongside rapid growth in emerging destinations.

The data, drawn from millions of annual student search indicators and enrolment data, shows that international student mobility is increasingly being shaped by a combination of supply-side policies and demand-side preferences among students.

Fredrik Högemark, CEO of Keystone Education Group, said: “This year has been one of the most volatile we’ve tracked in our data. Students are weighing affordability and safety more than ever, and as return on investment becomes a necessity, this is leveling the playing field beyond the ‘Big Four’.”

“Policy changes announced mid-cycle in 2025 forced students to rapidly adjust their plans, while we have also observed numerous anti-globalisation measures that have inadvertently affected international education.”

Since fall 2023, international interest in the US across Keystone’s platforms dropped by -47%.
However, the growth of post-study work opportunities and OPT continues to influence enrolments in the US, particularly with the two largest source markets – India and China.

And, when we look at the second half of 2025 in isolation, interest in the US is showing signs of stability again and it remains the most searched destination across Keystone sites.

The decline in US interest, while extreme, is not the steepest globally. Canada and Australia also experienced similar drops in interest over the same period.

For Australia, this trend also might be starting to turn for 2026, with early indications in Keystone’s Q3 2025 data showing a more positive outlook – with search interest up +8% compared to Q2 in 2025.

The UK was Keystone’s second leading study destination in 2025, recognised globally for its academic reputation. Beyond its reputation, Keystone’s 2025 State of Student Recruitment Report found the UK also ranks highest for reputation and safety of the Big Four.

Fredrik added:

“We have seen very strong trends for UK study across Keystone’s platforms this year and data from September 2025 also showed study visa applications are up 7% over 2024, so the environment had been looking stable for 2026. However, the news in October of a shorter post-study-work entitlement in the UK will likely have an impact on interest there. The question is how much impact?”

Europe as a collective also continued to amass student interest, particularly at the end of 2025, with five of the top 10 searched destinations in November in Europe.

Spain, Italy, Germany, and France all recorded more student search interest than Canada and Australia, with Spain’s search volume rivalling the UK’s popularity.

Nordic destinations have also experienced an upward trend, with a +33% rise in interest as of April 2025. Meanwhile, the UAE continues to build its profile as a global education hub, with Keystone data showing a near +90% increase in search interest for UAE study opportunities in June 2025.

It has also been a breakthrough year for the Asian Tigers – Malaysia, Singapore, Thailand, and South Korea.

Malaysia led the surge with a +64% increase in student searches from March to May on Keystone sites, followed by Singapore with +51%. Japan’s popularity also grew in this period, while South Korea entered the top 10 study destinations for the first time.

Fredrik added: “It is no surprise South Korea and Japan are growing in popularity. Japan has a very pro-international policy – it is launching more and more English-taught programmes and the good collaboration between higher education and the government is evident. South Korea is in a similar situation. Both have been fully embracing and supporting international education.”

West Africa was an unlikely player in 2025 but saw a surge in searches from international students, with a +25% increase in interest in the region on Keystone’s sites between May and July this year.

For additional background, please see:

• “Global trends in international enrolments and policies as we head into 2026”
• “Canada and the US are losing international student enrolments to Europe and Asia”
• “The changing face of international student mobility”

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South Korea’s Deputy Prime Minister and Minister of Education Ju-Ho Lee said: “We are proud that Seoul has been recognised as the best student city in the world. This achievement reflects the global confidence in Korea’s higher education system and highlights Seoul’s ability to blend academic excellence with vibrant culture, cutting-edge innovation, and a safe, welcoming environment.”

The QS ranking evaluates 150 cities across 58 countries and territories. The US and UK are the most represented, with 16 cities each, and, historically, cities in those two leading study destinations, along with those in Europe, have dominated the table.

Not so in 2026, however. Joining top-ranked Seoul are Tokyo (#2), Singapore (#11), Kuala Lumpur (#12), Beijing (#13), Taipei (#14), and Hong Kong (#17). Beijing and Taipei were the biggest movers at the top of the table, gaining 18 and 12 spots respectively since the 2025 ranking and entering the top 20 for the first time.

“There has been significant movement among the top 20 cities,” says QS. “Now, 10 of the top 20 cities are in Asia Pacific, highlighting the region’s increased influence on global higher education.” As we see in the following chart, that total includes long-standing, high-profile destinations in the region, such as Melbourne and Sydney, but we also see rapid gains for other major centres, notably Taipei and Beijing. That movement up the ranking table reflects the strength of the higher education institutions in each city, but also that a number of these destinations are also scoring higher in the QS ranking for factors such as “student mix” (which reflects the proportion of the student population in each city compared to total population) and affordability.

On the important question of cost, QS adds that, “While the top cities excel in many of our indicators, affordability is a persistent challenge. Low affordability may lead to international students looking outside the big four destinations or staying in their home country. London’s declining affordability was a significant driver in it losing its top spot.” A related comment from echoes the point, noting that, “The cost of living in London remains a growing concern for prospective students. While the city continues to offer a wealth of academic and professional opportunities, rising rent, transport, and living costs have lessened its appeal relative to more affordable alternatives.”

The 2026 city rankings also reflect the growing strength – and ambition – of study destinations across Asia. Japan, for example hosted more than 336,000 students in 2024, growing 21% from the year before. South Korea’s foreign student population reached 208,000 in 2023 (24% growth year-over-year) against a national goal to attract 300,000 students by 2027. Taiwan welcomed 125,000 visiting students in 2024 but wants to reach 320,000 by 2030, and Malaysia aims to host 250,000 students as of this year.

For additional background, please see:

• “South Korea on track to attract thousands more international students within the decade“
• “Beyond the Big Four: How demand for study abroad is shifting to destinations in Asia and Europe“
• “Global survey underscores demand shift from ‘Big Four’ to ‘Big Ten’“

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According to a 4 June 2025 report, international students contribute over US$40 billion to the US economy. The article mentioned rumours of potential curbs to Optional Practical Training (OPT), a key pathway for foreign graduates to gain work experience.

In the UK, the Government has announced its intention to reduce post-study work term of the Graduate Route from two years to 18 months. As our latest research shows, these adjustments threaten to undermine the very model that sustains this student flow. What was once a soft benefit is now a critical pillar of financial viability.

An Indian student returning home immediately after a US undergraduate degree at a private university could work more than 30 years to recover the cost. Stay and work for two years post-graduation, and that figure drops by 11 years, or as little as three in Canada and Australia. For Chinese graduates, a stint of post-study work can cut almost six years from the payback period. (These figures are based on average graduate salaries in the relevant countries and allow for taxation at prevailing rates.)

Across scenarios, students who can work after studying earn back their investment much faster than those who cannot. The economic impact is undeniable—and increasingly, unavoidable.

China

As we see in the first chart above, students returning to China immediately on graduation would need to work for almost 14 years to earn the equivalent cost of a three-year undergraduate Russell Group education (including living expenses), and for four years less, if they took advantage of a two-year post-study work opportunity. Masters students who return home immediately can earn the total cost of a one-year Masters in around 4.6 years but can reduce that recovery time by half if they do some post-study work in the UK.

The same undergraduate student who works in a graduate level job in the UK and then returns home can cut almost five years off the repayment term, earning the equivalent back in just under four years.

India

The charts again reflect that students returning to India immediately on graduation would need to work for 14 years to earn the equivalent cost of a three-year undergraduate Russell Group education (including living expenses), and for two years less, if they studied at a non-Russell Group university. Masters students who return home immediately can earn the total cost of a one-year Masters in just under five years.

The same undergraduate student who works in a graduate level job in the UK and then returns home can cut more than eight years off the repayment term, earning the equivalent back in just under five and a half years.

But universities cannot rely on immigration policy alone to make education affordable. Reducing fees may not be fiscally viable. Instead, institutions must rethink delivery. Offshore degrees, hybrid models, and transnational partnerships offer students the chance to begin their studies at home – at lower cost – and finish overseas, gaining the international exposure and credentials employers value most.

These shifts are happening at pace. An opinion piece in by Dr Cheryl You points out that, “More students are opting for in-country pathways, such as foundation programmes or 2+2 joint degree arrangements between Chinese and Western universities, as more practical and supportive alternatives. In addition, they are increasingly looking beyond traditional overseas study destinations to closer-to-home alternatives, such as , Macao or elsewhere in Asia.”

And, as for post-study work, it is a critical part of the offer for students. It is not a pathway to permanent migration nor a drain on public resources. Students on post-study work in the UK pay an additional surcharge to use [National Health Service] services, for example. A period of post-study work makes a world class education more affordable for students and provides the receiving country with a valuable talent pipeline – especially in areas where there are major labour shortages – such as in technology and other skilled fields which are such important drivers of economic growth.

For universities and policymakers alike, the message is clear: that return on investment for the visiting student is no longer optional. Rather, it is increasingly the global currency of trust in higher education. Global student mobility works best when the math does too.

A note on methodology: We used an average of tuition fees and living expenses for each of the destination countries.vOur team then calculated graduate starting salaries – net of income tax for each of the three post-graduation options.

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Ask 10 people working in our industry what “internationalisation” means, and you’ll get 10 answers. For some, it simply means attracting a certain volume of foreign students to a campus. For others, the goal is broader: programmes, campus, and partnerships are designed to have a global flavour.

At the government level, the concept of internationalisation changes over time and according to considerations that include foreign enrolment growth rates, labour market gaps, demographics, geo-politics, domestic politics, and the need to participate in global science or research projects.

The official international education strategies highlighted below emphasise the great extent to which foreign students figure into larger narratives around globalisation, security, and soft power. As those narratives evolve, so too do the strategies.

Australia

Strategy for International Education 2021–2030

Priorities

• Pursue sustainable growth1
• Diversify student nationalities
• Meet national skills needs
• Enhance student experience
• Improve global competitiveness

International enrolment goal

Australia is implementing an effective cap on the number of new students beginning in 2025.

Target markets

Not specified.

International student population (2023)

786,900 (+27% y-o-y)

Canada

International Education Strategy 2019–2024 (now expired; an updated strategy is pending)

Priorities

• Encourage Canadian students to go abroad, especially to Asia
• Diversify (source countries and students’ fields, levels of study, and locations of study within Canada)
• Increase support for Canadian educators
• Increase scrutiny and regulation of agents
• Invest more in digital marketing

International enrolment goal

No stated goal currently. Rather, the national government introduced a cap on new study permits for 2024, 2025, and 2026.

Target markets

Brazil, Colombia, France, Indonesia, Mexico, Morocco, Philippines, Thailand, Turkey, Ukraine, Vietnam.

International student population (2023)

1,041,000 (+29% y-o-y)

France

Bienvenue en France

Priorities

• Diversify beyond Africa
• Triple scholarships
• Simplify visa processes
• Make it easier for students to find housing
• Increase French campuses/partnerships abroad

International enrolment goal

500,000 international students by 2027.

Target markets

Expand recruiting outside Africa.

International student population (2023)

430,500 (+5% y-o-y)

Germany

Strategy 2025

Priorities

• Make Germany a top five study abroad destination
• Increase academic success of international students
• Increase share of international academics at German universities to 15%
• Encourage German students to study abroad
• Invest in more collaboration with foreign institutions

International enrolment goal

350,000 international students by 2020 – met in 2021.

Target markets

Not specified.

International student population (2023)

367,600 (+5% y-o-y)

Ireland

Global Citizens 2030

Priorities

• Attract the highest quality students and researchers
• Adopt a “moderate” growth strategy of about 10%
• Position Ireland as a thought leader in talent, innovation, and science policy in “small advanced economies”
• Enhance student experience
• Measure impact of international students beyond enrolments and economic value

International enrolment goal

15% of overall student population by 2025 – nearly met (international students now compose 14% of overall student population).

Target markets

Vietnam, Thailand, South Korea, Africa, South America

International student population (2023)

35,100 (+11% y-o-y)

Japan

Council for the Creation of Future Education Goals

Priorities

• Improve learning environments to attract promising foreign students
• Send 500,000 Japanese students abroad by 2033
• Develop a multinational labour market
• Make it easier for foreign graduates of top 100 universities to immigrate
• Streamline visa processes

International enrolment goal

400,000 by 2033.

Target markets

Not specified.

International student population (2023)

279,300 (+21% y-o-y)

Malaysia

Education Blueprint 2015–2025

Priorities

• Claim position as an international education hub with a difference: values-driven and globally relevant education
• Provide rich cultural experiences, balance of quality and affordability, and good quality of life
• Reach new markets through innovative programmes and partnerships
• Improve and streamline visa and immigration processes
• Communicate niche strengths in academic and research expertise (e.g., Islamic banking and finance, and tropical-related science and technology)

International enrolment goal

250,000 by 2025.

Target markets

Iran, East Africa, China, India, Indonesia.

International student population (2023)

Over 170,000 (+30% over 2021)

South Korea

Study Korea 300K Project

Priorities

• Expand scholarships for STEM students
• Stimulate economy through foreign talent
• Enhance global competitiveness of domestic universities and high-tech companies
• Become a top 10 “study abroad powerhouse”
• Increase Korea’s share of the global study abroad market from 2% to 3%

International enrolment goal

300,000 by 2027.

Target markets

China, Vietnam, Poland, UAE, India, Pakistan.

International student population (2023)

207,100 (+24% y-o-y)

New Zealand

International Education Strategy 2022–2030

Priorities

• Diversify sending markets and products, services, and modes of delivery
• Spread out international enrolments across regions
• Prioritise student well-being and excellence of education
• Commit to a sustainable sector that brings economic, social, and cultural benefits to the whole country
• Retain talented international graduates

International enrolment goal

None specified.

Target markets

China, India, and intent to diversify further.

International student population (2023)

69,100 (+67% y-o-y)

United Kingdom

International Education Strategy to 2030 (2023 Progress Update)

Priorities

• Increase education exports to £35 billion per year by 2030
• Host 600,000 international students per year
• Expand transnational education
• Collect accurate and coherent data for the sector
• Improve visa processes for students, including increased personalisation

International enrolment goal

600,000 by 2030 – met in 2020.

Target markets

China, Hong Kong, Kenya, Nigeria, South Africa, the Middle East and North Africa, Latin America, and the Association of Southeast Asian Nations (ASEAN).

International student population (2023)

758,855 (+12% y-o-y)

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• Highly ranked universities, including eight in the top 500 QS World University Rankings (2025).

• Relatively low cost of living compared to other top destinations. For example, Malaysia has been estimated to be two-thirds less expensive to live in than the US and half as expensive as Canada and Ireland.

• Affordable tuition fees. Annual tuition for an undergraduate degree is on average US$6,000.

• Cultural and religious factors. Malaysia is a Muslim-majority nation, which is attractive to many aspiring Muslim students in top markets such as Bangladesh, Indonesia, Nigeria, Pakistan, and Egypt. In addition, it has many Chinese-speaking communities, which appeals to Chinese families, who became much more likely during the pandemic to prioritise safety, comfort, and proximity when looking at study abroad options.

The Malaysian government rarely releases tertiary enrolment data. However, it does publish information through its international education arm, Education Malaysia Global Services (EMGS). While the volume of applications will not exactly match the number of enrolments, it is a good indicator of enrolment trends given that the visa approval rates are relatively high in Malaysia. One source has it that .

Applications volumes are trending upward, in line with Malaysia’s official goal of attracting 250,000 international students by 2025.

Asian and African countries dominate Top 10 sending markets

In 2023, all of Malaysia’s Top 10 markets were in Asia and Africa. Chinese students sent in the most applications by far: nearly 27,000 – and up from about 12,000 in 2019. Bangladesh was the fastest-growing source of students.

(1) China: 26,630 (+21% compared with 2022)
(2) Bangladesh: 6,570 (+94%)
(3) Indonesia: 4,310 (+19%)
(4) Pakistan: 1,940 (+42%)
(5) India: 1,900 (+18%)
(6) Yemen: 1,770 (+32%)
(7) Nigeria: 1,420 (-10%)
(8) Japan: 1,400 (+29%)
(9) Sudan: 1,310 (+60%)
(10)Egypt: 880 (+12%)

EMGS has also released data on applications by region for the first three quarters of 2024. As you can see in the chart below, demand from East Asia is only getting stronger. Between Q2 and Q3 2024, the number of applications from East Asian students almost tripled, driven by interest from China.

Post-study work rights for students from certain countries

The Malaysian government has been selective in its post-study work policies for international students. Last year, students from 23 countries became eligible for the 12-month Graduate Pass. Those countries include Australia, the US, the UK, Germany, Japan, Singapore, Saudi Arabia, UAE, the UK, Germany, Switzerland, and Finland. These are not main senders of students to Malaysia but were selected based on the Malaysian government’s intention to pursue two-way internationalisation with the countries and institutions hosting the most Malaysian students.

In 2024, some Indian and Chinese students were also offered the Graduate Pass subject to certain conditions. This policy was intended to last only until the end of 2024, but it has since been .

The Graduate Pass appears to be attracting attention in target markets. reports that “Malaysia’s share of global page views [on search platform Studyportals] has risen by about one-quarter this year, with particularly strong increases from the US, Saudi Arabia, and the UAE.” We can also imagine that the Graduate Pass opportunity for Chinese students has factored into the sharp rise in applications from China in the past year.

Degree programmes dominate

International students tend to come to Malaysia to obtain degrees. Undergraduate degrees remain the most popular, but since 2019, there has been much more growth at the master’s and postgraduate levels, as shown below.

As shown below, the fields of social sciences, business, and law attract the most international students

Competitive opportunities

In 2024 it became crystal clear that many universities in the West (e.g., Australia, Canada, the UK, and the US) are ill prepared to cope with regulatory changes that challenge their ability to recruit international students.

In Canada, for example, international student tuition has been essential for tertiary institutions’ operations given chronic government underfunding, but the Canadian government is now actively working to curb international student numbers. Without additional funding, it is likely that many institutions – especially colleges, which are more affected by new immigration regulations – will struggle or even close in 2025.

By contrast, Asian destinations are picking up steam and investing more in both education and international student recruitment. Reporter Benjamin Laker, writing recently in , observes:

“As institutions in parts of the West continue to face [funding] challenges, higher education institutions across Asia are seizing opportunities to strengthen their competitiveness—a process that can be understood through the lens of economic theory, particularly competitive leapfrogging. This concept describes how organizations or nations strategically capitalize on gaps left by established leaders, not just to catch up but to surpass them by leveraging innovation, investment, and alignment with future trends.”

Asian institutions are ever more present in world university rankings, and Malaysia stands out as the country rising the fastest in the rankings. In the QS 2025 world rankings, 65% of Malaysia’s universities improved their position. Malaysian Prime Minister Anwar Ibrahim told Mr Laker that there is a strategy underpinning this success:

“Our goal is to create a pipeline of talent that meets industry demands while maintaining academic excellence. Investing in innovation is not just about economic gains—it is about positioning Malaysia as a hub for technological and intellectual leadership.”

Malaysia’s astute recognition of “academic power”

In his Forbes article, Mr Laker concludes:

“By adopting forward-looking strategies, [Malaysian institutions] are effectively ‘leapfrogging’ traditional limitations and reshaping the balance of academic power. The implications of this shift are profound, with potential impacts on global talent flows, research funding, and the distribution of academic influence for years to come.”

For readers interested in a comprehensive outline of visa processes, fees, cost-of-living, and more in Malaysia, – targeted mainly at Indian students and published in 2023 – is quite helpful.

For additional background, please see:

• “Malaysia opens new post-study work visa option for degree graduates“
• “Beyond the Big Four: How demand for study abroad is shifting to destinations in Asia and Europe“

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International student mobility has historically been concentrated among the “Big Four” destinations of Australia, Canada, the UK, and the US. Over the past few years, however, there has been a shift towards a wider field of study destinations. That change is being driven both by changing student preferences and by the strategic goals, demographics, and labour market needs of emerging destinations.

New research from INTO University Partnerships shows that prospective students are applying to more programmes than ever before – typically four or five – and to more institutions in more destinations than in previous years. This trend is projected to continue in the long term, and it means that institutions investing in enquiry responsiveness and admissions processing will see more applications converting into enrolments.

Students’ openness to alternatives reflects their changing priorities, including :

• Affordability;
• Fast visa processing;
• Geographic and cultural proximity;
• The expansion of English-taught degree programmes in non-English-speaking countries;
• Opportunities to work during and after studies in the host country.

At the same time, destinations such as Japan and South Korea are working more actively to recruit foreign students in part because of declining domestic populations of college-aged students and the related need to attract talent in key areas of local labour market demand.

“As international students seek to understand what return they can expect on their investments, we see that decisions across every major source market are increasingly based on cost,” says Peter Thompson, vice president of data analytics at INTO University Partnerships. For Jessica Turner, chief executive officer of QS, this creates a competitive point of differentiation for emerging study destinations: “In contrast to students seeking education in the Big Four, students setting their sights elsewhere tend to prioritise affordability over reputation and teaching credentials.”

Economic opportunities are a common draw

Dr Florian Hummel, vice-rector for international affairs at the International University of Applied Sciences (IU) in Germany, says, “The economy is one of the main reasons international students come to Germany. Our strong career prospects and clear post-study work rights are some of the reasons that a growing number of students from the Indian subcontinent are choosing to study at IU.”

A mix of factors drives choice

Cost of living influences many students, but more expensive destinations can still attract significant market segments by virtue of other attributes. Living costs in Japan are relatively high, for example, but Japan welcomed an additional 50,000 international students in 2023 compared to the year before.

More students are also taking sustainability, national sentiment toward international students, and mental health into account when making their decisions. These trends could already be contributing to increases in student mobility to destinations such as Germany, France, and Finland.

Pros and cons

Greater access to a more diverse range of study abroad opportunities is good news for students. But Mr Thompson cautions that higher volumes of applications can also pose a risk to the sector’s reputation globally. For one, administrative functions will be under more pressure. And students may also delay decisions as they hedge their bets across destinations. This means that, more than ever before, speedy and effective response to enquiries and applications will be absolutely key.

The race for foreign talent

Countries outside of the Big Four are seizing the opportunities of a changing international education landscape, with destinations across Asia and Europe growing in popularity. Ms Turner notes, for example, that the number of international students in China doubled over 10 years from 2013 and remains healthy despite declines in the pandemic. Further, with a healthy contingent of those students coming from other Asian countries, China continues to establish itself as an important player in intra-regional recruitment.

Japan, Malaysia, South Korea, and Taiwan are on upward trajectories as well, with Japan aiming to host 400,000 international students within the next decade. South Korea’s Deputy Prime Minister and Education Minister Lee Ju-ho declared last year that, “Now is the time to attract foreign talent strategically.”

In Germany, the government is the primary funder of the Deutscher Akademischer Austauschdienst (DAAD). Recognising the long-term benefits of global collaboration and welcoming the brightest minds, the DAAD is the world’s largest funding organisation for international exchange of students and researchers. In China, the government issues tens of thousands of scholarships for international students each year and is investing in infrastructure through initiatives like the Belt and Road Initiative.

More English-language programmes outside the Big Four

Edwin van Rest, chief executive officer of Studyportals, says, “The European Union’s decade of growth in this area is winding down. Now we are entering a decade of Asian expansion. South Asia has expanded its ETPs more than twofold since 2019. China, the Middle East and North Africa, and the rest of Asia have doubled their offerings. The Big Four are losing market share, dropping to 78% this year from 82% in 2021.”

That said, the English language is and will remain influential in Europe. Leaders such as Dr Hummel are investing in ETPs as part of their growth strategies. One of Germany’s largest universities, the IU, has approximately 200 programmes. Nearly half of those programmes are now offered in English or German.

Indeed, educators across Europe are buoyant. France and Germany each enrolled more than 400,000 students last year and international strategies in Spain are generating results. The prospects of European institutions beyond the UK are healthy overall: these destinations have become more attractive to international students from all major source countries in the last year. As we see in the table below, education agents report that interest in these European destinations has surged more than 90% among students from South Asia, and the Middle East and Africa.

Agents in China, Hong Kong, and Macau also report that interest in non-UK European institutions has increased nearly a quarter. However, these agents have seen even greater growth in the appeal of institutions in Southeast Asia and the rest of Asia.

Policy drives students to alternatives

Mr van Rest says that many students from sending countries that are the most affected by new policy settings in Big Four destinations are now looking elsewhere: “What they find are more attractive conditions in terms of work rights, affordability, and proximity.” This may partly account for the dramatic surge in interest in New Zealand and Ireland this year: student applications to these countries via QS increased 7.2-fold and 1.7-fold respectively, compared to last year.

Flexible delivery modes disperse demand

The appetite for new modes of higher education delivery models is reflected in expanded transnational education (TNE) activity, including regional hubs, remote delivery, and branch campuses. The UK dominates TNE, accounting for 75% of the market with around 580,000 students enrolled. Australia and the US are also key players, particularly in Asia and the Middle East. As a host country and as an education exporter, China is rapidly expanding its TNE offering and is becoming an increasingly influential player in the field.

Student mobility beyond the Big Four is being defined by strategies to deliver practical outcomes and relevant experiences. As the executive director and chief executive officer of NAFSA: Association of International Educators, Dr Fanta Aw, says, “There is plenty of room in a growing space. We should be thinking about the 20 major countries instead of the Big Four, because students should have choices to get the best education that is right for them.”

For additional background, please see:

• “The view from here: How the ‘Big Four’ study destinations are adapting in a year of change”
• “European study destinations now offering thousands of English-taught degree programmes”
• “Recent policy changes slowing student interest in the UK, Canada, and Australia”

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Japan, Malaysia, Taiwan, and South Korea have all set ambitious new international enrolment targets. These are:

• Japan: 400,000 by 2033
• Malaysia: 250,000 by 2025
• Taiwan: 320,000 by 2030
• South Korea: 300,000 by 2027

To date, this is the progress the four destinations have made:

• Japan: international enrolments as of May 2023 (+21% over 2022).

• Malaysia: Between 115,000 and 170,000 enrolments currently (estimates vary). Malaysia tends to report application volumes publicly rather than enrolment volumes. Looking at this measure, Malaysian institutions received 58,285 applications in 2023, a 14% increase over 2022 following a 28% increase the previous year. – especially East Asia (+22% over 2022).

• Taiwan: in 2023, representing a 90% recovery from foreign enrolment losses in the pandemic. Just over 6 in 10 (61%) of Taiwan’s international students are from “” (NSP) countries: Brunei Darussalam, Burma, Cambodia, Indonesia, Laos, Malaysia, Philippines, Singapore, Thailand, and Vietnam, Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka, Australia, and New Zealand.

• South Korea: as of June 2023 (+24% over 2022).

South Korea is thus approaching the volume of Japan’s current foreign enrolment as it adheres to a strategy known as the Study Korea 300K Project. That strategy aims to position South Korea as one of the world’s top 10 study abroad destinations by 2027.

The following table shows top markets for each of the four Asian destinations. It also demonstrates the large number of Vietnamese students opting to study in Asia as opposed to the West. For example, South Korea enrols more Vietnamese students than do Canada (17,175) and the US (21,900) combined.

How is South Korea working towards its goal?

Here are some of the tactics and policies at the heart of the Study Korea 300K Project:

• In 2023, the part-time work allowance for international students enrolled in language studies or bachelor’s programmes increased from 20 hours per week to 25 hours per week. Master’s and doctoral students can work 35 hours during the weekdays. All international students are permitted to work unlimited hours on weekends/holidays.

• Also in 2023, the financial requirement for international students to get a D-2 visa (for degree studies) was lowered from to 20 million won (just under US$15,400). Previously, the financial threshold had been US$20,000. In addition, degree-seeking international students applying to universities outside of the Seoul metropolitan area is lower still: 16 million won.

• In 2025, the South Korean government will allow international students to remain in the country for up to 3 years to look for a job; currently the allowance is 6 months with a possible extension to a maximum of 2 years.

• Also planned for next year: expanding the type of jobs for which international students can apply and extending the amount of time job holders can remain in the country. Currently, foreign graduates are eligible only for a limited number of visas that lead to specialist jobs.

• The government’s (GKS) programme is being expanded to double the number of scholarships available for STEM students (to 2,700). There are now also 6,000 scholarships for international students pursuing non-STEM degrees, up from about 4,500 last year.

• STEM graduates are to be fast-tracked for permanent residency, and graduate and postgraduate students graduating from Korean universities will see the residency requirement for their permanent residency application reduced from 6 to 3 years.

• Korean universities now accept a wider band of tests to prove Korean-language proficiency, and there is also a controversial proposal to lower the level required on the Test of Proficiency in Korean (TOPIK) for international students. (Some academics are worried that this may reduce international students’ ability to succeed in their Korean-taught programmes.)

Too much ambition?

Some media outlets have reported on Korean academics’ concerns that the means being used to advance the Study Korea 300K Project – such as easing language requirements and pursuing a high rate of annual international enrolment growth – may put too much pressure on universities to support students well enough.

Song Ki-chang, emeritus professor of education administration at Sookmyung Women’s University, told last year that attracting international students by easing entrance conditions “can be effective to secure new student numbers but if their language proficiency is not enough the education cost for quality education may work as another financial burden (on universities).”

And earlier this year, upon news that the threshold for Korean universities to obtain certification in the International Education Quality Assurance System would be lowered, Jun Hyun Hong, professor of public policy at Chung-Ang University, : “I am concerned that pursuing a goal too aggressively may lead to the indiscriminate [recruitment] of international students, which has the potential to lower the quality of international students.”

However, the South Korean government is working to maintain quality standards. Following an annual evaluation of colleges and universities’ capacity and performance with respect to international students, it announced in February 2024 that it had stripped the right of 20 degree programmes and 20 language-training programmes to issue visas to international students for one year from the second semester of 2024. At the same time, it certified 14 more degree-granting institutions (to 134) for and 15 more language programmes (to 90) compared with 2023 based on the results of the evaluation.

Increasing supports for international students will be key

South Korea has historically had a reputation for being a tough market for international graduates to find a job in after their studies are completed. International students have had to jump through hoops to move from one visa category to the next to be able to remain in the country, all the while searching in what seems like a small proportion of jobs that international students can be hired for. reported in March 2024 that “…of 7,321 [international] students who graduated from universities or vocational colleges last year, only 8.2 percent got jobs in Korea, according to the Korea Educational Development Institute.”

Kumar Suraj, a 29-year-old Indian graduate student at Hanyang University’s Division of International Studies, was quoted in the last year, saying there is a “gap between education and employment”:

“Many foreign students find it hard to keep track of job openings that accept foreign applicants. They can look for employment opportunities through portal sites, but most recruitment posts are focused on hiring Koreans.”

reported in 2023 that “currently, the rate of settlement for foreign graduates of Korean universities is low compared to some other countries, with studies pointing to a lack of incentives to stay.”

The country is generally facing a serious issue of youth unemployment. Government data released in July 2024 indicate that “the number of South Koreans without a job or seeking a job marked an all-time high in the first half of this year.”

The South Korean government knows very well that the country is competing with other ambitious Asian destinations that are working hard at increasing their retention of international students. For example:

• Japan has a target of enrolling 60% of international student graduates by 2033. This year, the Japanese government announced that foreign graduates of vocational schools and colleges – not just universities – can now look for a job after completing their studies without having to find work in a job/industry related to their field of study.

• Hong Kong extended students’ post-graduation stay allowance to 2 years in 2022, and Taiwan followed suit in 2024.

• Malaysia has also had a reputation for being a difficult job market to crack for international students. This year, it introduced the “Social Visit Pass” which allows graduates of Malaysian degree programmes from a list of eligible countries to remain in Malaysia for up to a year to look for employment. Eligible countries are Australia, New Zealand, Brunei, Singapore, South Korea, Japan, Germany, United Kingdom, France, Canada, Switzerland, Netherlands, Saudi Arabia, Kuwait, United Arab Emirates, Qatar, Sweden, Norway, Denmark, Finland, United States, Oman, and Bahrain.

South Korea’s plans to (1) extend the duration of the job-seekers permit, (2) expand the type of jobs for which international students can apply, and (3) extend the amount of time job holders can remain in the country are to be put into effect in 2025.

For additional background, please see:

• “South Korea announces results of annual evaluation of universities and colleges’ international programmes”
• “South Korea aims to attract 300,000 international students by 2027”

The post South Korea on track to attract thousands more international students within the decade appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

Most relevant to foreign students, the liberalisation plan features a new Graduate Pass (also known as the Social Visit Pass) that allows graduates of Malaysian degree programmes (bachelor or higher) to remain in the country for up to a year after graduation. Students are permitted to continue their studies, travel, or work part-time during that year.

details the application process and eligibility requirements for the new Social Visit Pass.

Those guidelines include that students must have a valid passport valid for at least the next 18 months, maintain their health insurance while in Malaysia, and to have a Malaysian citizen acting as a sponsor.

Perhaps most importantly, the Social Visit Pass/Graduate Pass is only available to students from the following 23 countries: Australia, New Zealand, Brunei, Singapore, South Korea, Japan, Germany, United Kingdom, France, Canada, Switzerland, Netherlands, Saudi Arabia, Kuwait, United Arab Emirates, Qatar, Sweden, Norway, Denmark, Finland, United States, Oman, and Bahrain.

The Social Visit Pass is also available to accompanying dependents of degree graduates in Malaysia. To be eligible for a Social Visit Pass (Dependent Graduate Pass), the accompanying family member must meet similar provisions with respect to passport validity, health insurance, and a local sponsor.

Please consult the official guidance at for full details of the new Graduate Pass option.

These latest initiatives have been introduced in the wider context of Malaysia’s goal to build its foreign enrolment to 250,000 students by 2025, whereas media reports put the total at between 130,000 and 170,000 students for 2022.

Education Malaysia does not report on foreign enrolment as such, but it does provide quarterly updates on the number of new international student applications. Those releases indicate that application volumes were up just over 18% for the first half of 2023, compared to the same period in 2022.

Given the current turmoil with respect to enrolment caps, visa processing, and other substantive policy change in some of the leading English-speaking destinations, other important regional designations, including Malaysia and New Zealand, are expected to gain a greater share of the international student market this year.

For additional background, please see:

“Southeast Asian students increasingly considering ‘studying abroad’ closer to home“

“Malaysia exceeds target for new international student applications in 2022“

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