In July 2025, reported that Italy was the fifth-most-searched study destination in its database, behind only Canada, the UK, the United States, and Germany. Major increases in search activity came from Pakistan, Bangladesh, Nigeria, and Egypt.

European students account for about 44% of the foreign student population, led by Romanians, of whom there are over 11,000 enrolled in Italian universities. Asia is the next largest contributor of international students (31%, or 34,000). Africa trails in third, but it is the : the 16,000 African students in Italian universities represents a +53% increase since 2015.

The top 10 origin countries for Italian universities are Romania, Albania, China, Iran, and India (all contributing over 5,000 students); Turkey and Morocco (over 3,500 each); and Russia, Ukraine, and Pakistan (just under 3,000).

Significant expansion of English-taught programmes

Italy has expanded the number of university programmes it offers in English – a major draw for students from many countries where English is more useful for job candidates than Italian. A 2024 notes that it is now the fifth largest provider of these courses in Europe, up from seventh in 2019.

As you can see in the chart below, France and Italy were the only ones in the top 10 list of European countries supplying English-taught programmes (ETPs) on campus to have risen significantly since 2019. France expanded by +16.8% to 1,410 in 2024, while Italy nearly doubled that rate of growth (+30% to 1,250 in 2024). This is in contrast to Spain, Sweden, Denmark, and Finland, which have reduced their ETP supply.

Of the roughly 90 universities in Italy, about 60 offer degree programmes taught in English. For example, University of Bologna (Università di Bologna) offers most of its programmes (just under 100) in English in such fields as AI, Electrical Vehicle Engineering, Genomics, and Economics. The Polytechnic of Milano (Politecnico di Milano) offers specialised ETPs in areas such as Interaction Design, Medicine and Biomedical Engineering, Space Engineering, and Nuclear Engineering. Those are just two prominent institutions – many other ranked Italian institutions are also offering ETPs in increasingly popular niche fields linked to skills gaps in the global economy.

Climbing the world rankings

The reputation and rank of universities is a top concern for international prospects with grades high enough to consider a prestigious institution. The Politecnico di Milano (Polytechnic of Milano) became the first Italian higher education institution to obtain a top 100 position in the QS World University Rankings in 2026 (98th), and Sapienza University of Rome (128th) and University of Bologna (138th) are in the top 200. In all, made it into the top 500, and 43 are ranked in the scheme overall, putting Italy in second place in Europe after Germany in the overall ranking.

Italy’s attractiveness is also supported by an increasing focus on international partnerships, industry linkages, STEM excellence, and internship provision. Not least, Italy is 
 well, Italy, the fourth-most visited country in the world by tourists due to its culture, beauty, food, and more. This plays a large part in the allure of the country to international prospects choosing where to study.

Affordability

Italy can also attribute its growing popularity to its relative affordability, with fees ranging from €500 to €4,500 per year for bachelor’s and master’s courses. This depends on the programme and institution, of course.

Non-EU students need a long-term D visa to study for more than three months in Italy, but this costs only about €50 (US$60) when they apply through a consulate. This is lower than for study permits for France, Germany, and Canada, and vastly lower than for the US, UK, and especially Australia. Italy does ask for proof of funds, but at about €6,080 per year (just over US$7,000), this is less than half the required funds for Canada, Australia, and the UK. It is also about half the amount Germany requires, and it is slightly lower than for France.

The cost of living, like everywhere else, depends on which region and city students choose to study in. says, “As a principle, you’ll need somewhere between €900 and €1,300 a month to cover rent, food, transportation, entertainment, etc.”

Medical appointments are free for EU students, but for non-EU students, the cost of health insurance jumped in 2024 to €700 per year, which is higher than the cost in France and Spain.

Part-time work is also permitted for non-EU students to help offset their costs of study (up to 20 hours a week).

Italy’s main challenge is retaining top international graduates

Italy is clearly attracting more international students, but it is performing less well at retaining them due to bureaucratic hassles including confusing and drawn-out document conversion, employment issues, and barriers to permanent residency.

Italy has one of the of working-age foreign residents with a university degree in the EU (11.7% vs. the 28% average).

This is a problem: Italy is one of the world’s most aged societies, with 25% of its population aged 65 or older, and its domestic higher education enrolment is declining. It needs infusions of talent into its economy, where labor force productivity has

Several factors make staying in Italy a tough choice for both domestic and foreign students, including low salary rates for graduates. An August 2025 article featured in reported:

“Mercer Total Remuneration Survey (2024) ranks Italy among the EU’s lowest in terms of graduate compensation levels. As reported by Il Sole 24 Ore, Italy ranks near the bottom in terms of foreign graduate retention within the EU (2025).”

A 2024 report by Fondazione Nord Est found that: “After slowing in the two-year period 2020–2021, emigration of young Italians (18–34 years old) has resumed at the highest pre-pandemic rates, both in terms of exits and net migration.”

at the University of Messina, Bank of Italy Governor Fabio Panetta called this a crisis, noting that a young graduate in Germany earns on average 80% more than an Italian peer, while the gap with France is around 30%.

For international students, these compensation issues are exacerbated by work and immigration challenges. While foreign graduates are allowed 12 months to look for a job, transitioning to a work permit requires a formal job offer from an Italian employer and other conditions. And this is in a context of Italy having one of the in Europe.

As for remaining in the country over the long term, international graduates have to prove five years of legal, continuous residence in Italy; stable income of €7,002 per year; a level A2 in Italian; and a housing certificate to apply for permanent residence. Along with issues in finding work offering decent compensation, the five-year waiting period can be a turnoff for international graduates.

Overall, Italy’s attractiveness to foreign students has risen substantially, but though the government is trying to retain , it will need to do more.

For additional background, please see:

• “Search and enrolment data foreshadows international enrolment trends for 2026”

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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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Roughly half a dozen on the list with the US a likely next addition

The EC recommends letting in travellers from countries with relatively low COVID infection rates and also those “who have received the last recommended dose of an EU-authorised vaccine” at least 14 days before arrival in Europe. The EC proposes that this could also be expanded to people who have received other vaccines on the WHO emergency list.

The Digital Green Certificate – or other certificates approved by the EC – will be the foundation for (selectively) opened borders; non-EU travellers will be able to present this certificate as proof of eligibility to enter. The Digital Green Certificate . Until then, the EC says that certificates from other countries should be enough to allow travellers in “based on national law, taking into account the ability to verify the authenticity, validity and integrity of the certificate and whether it contains all relevant data.”

Because the global COVID pandemic remains fluid – especially given new variants circulating – the EC also proposes a new “emergency brake mechanism” that would allow EU countries to quickly halt all travel from badly affected countries on a temporary basis.

The fluidity of the pandemic means that the list of countries from which travellers will be permitted to enter will be somewhat dynamic and will be updated at least every two weeks. For now, the EC recommends that travel bans be lifted for people from the following countries:

• Australia
• New Zealand
• Rwanda
• Singapore
• South Korea
• Thailand
• China, subject to confirmation of reciprocity

It is anticipated that more European countries will soon allow vaccinated Americans in as well; currently .

Individual countries within the EU speeding ahead

Many European countries have already relaxed – or will imminently relax – international travel restrictions on their own terms in an effort to boost tourism during the crucial summer months. The following list does not include details on what conditions travellers must meet to be able to enter a country – please consult governmental websites for the latest information on those and note that the following information is correct as of 10 May.

• ’s borders are open to arrivals from other European countries as well as Australia, Israel, Japan, New Zealand, Singapore, South Korea and the UK. Vaccinated Americans will be allowed in on 9 June.
• The UK is allowing arrivals from 12 countries on its “” 17 May.
• is allowing international tourists in, including Americans. Travellers may arrive from the European Union, New Zealand, Australia, South Korea, Thailand, Rwanda, Singapore, the United States, the United Kingdom, Israel, Serbia, and the United Arab Emirates without needing to quarantine.
• will open up soon to travellers who will not need to quarantine provided they show they are COVID-negative or vaccinated.
• Malta is open to travellers from many countries on its “Amber” list and plans to open up more widely in June.
• hopes to open 31 May.
• Iceland, Cyprus, Belgium, Bulgaria, Denmark, and Estonia .

Vaccination rollouts a key to rebooting mobility

The EC’s recommendation, as well as European countries’ individual decisions, underlines that a recovery of global tourism and international education depends on people becoming fully vaccinated. If the leading vaccines prove effective at protecting travellers against variants of concern, there is hope for a better summer for schools and universities across Europe as quarantine requirements are dropped in favour of vaccine passports.

The extent of the recovery will hinge to some degree on the ability of people in non-EU emerging markets to be vaccinated. reveals just how uneven vaccination rollouts have been across the world to date.

Looking at the leading study abroad destinations on the Vaccination Tracker, some currently have a more appealing vaccination profile than others – and surveys show that students are watching this factor closely. Canada (3.3% fully vaccinated) is currently far behind similarly wealthy countries such as the US (34%) and the UK (26%). France and Italy are currently at 12% fully vaccinated while Germany and Ireland are at 10%.

For additional background, please see:

• “Survey confirms that vaccination rollouts are influencing student choice”
• “The link between vaccine rollouts and the attractiveness of study destinations”
• “EU fast-tracks digital green certificate to promote safe travel this summer”

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A number of destinations, including Australia, New Zealand, the United States, , and , have travel bans in place. This provides an overview of travel restrictions in place as of 29 February.

Editor’s note: Bans on travel, and on large public gatherings, will be changing daily so make sure to check the news regarding any destination you may be travelling to or receiving students from. For example, currently Australia is reviewing and revising its travel bans weekly and New Zealand is doing the same every two days.

In the US, the world’s largest host of international students, are reporting that students have been exposed to places where confirmed cases of coronaviruses have been reported, and/or asked to self-quarantine.

Then there are the complete shutdowns. Some schools are in an effort to stop the virus’s spread, including in the US.

Others are turning to online classes to maintain some alternate programming for students affected by closures, travel restrictions, or quarantines. For example, Duke University’s Duke Kunshan campus, established in 2013 in partnership with Wuhan University of China, is now an online-only university “until further notice.” Hundreds of students who have dispersed from Wuhan due to the outbreak to other countries will now pursue their studies at Duke through virtual classrooms, labs, and discussion groups. Similarly, New York University is now offering an online programme for its Shanghai campus.

The abrupt switch to online-only learning has been a big test for university executives and faculty. For example, Jace Hargis, director of the NYU Shanghai Teaching and Learning Center, noted that almost 90% of faculty had little to no experience of teaching online. Speaking to , he added:

“Before day one, a lot of faculty said they were feeling a bit anxious. They weren’t sure what students would think. Now they’re feeling a lot better.”

Asian countries hit hard

Across Asia, entrance exams for universities have been delayed, which may eventually affect the 2020 intake of first-year students. In Japan, schools have been ordered to close until mid-April, and Hong Kong has also suspended classes until late-April.

Meanwhile in China, provinces will reopen schools at varying times in the coming weeks to stagger the influx of students; it will be a serious test of how well the virus has been controlled through the strict measures the country has had in place for weeks. In Wuhan, China, the hardest-hit region in the world, universities will not open until at least 20 April and will then have to offer classes online for at least three weeks.

Exchange programmes cancelled

Italy is a major study abroad destination, particularly for students seeking to learn Italian or to soak up Italy’s unique landscape and culture. In the wake of high infection rates in some parts of Italy, however, these programmes are now also under pressure. Syracuse University is closing its campus in Florence, and New York University (NYU) has also closed its Florence campus.

The Italian government is doing what it can to slow down the spread of the coronavirus, which is currently most prevalent in the northern part of the country. One significant measure has been both within Italy and to other countries until at least 16 March. This will impact ELT schools in Europe – in the UK in particular – for which Italy is a leading sending market, especially for juniors, and to a lesser extent Malta and Ireland.

Most still planning to study abroad

In a new survey of 2,000+ students from Africa, Asia, and Australasia by , nearly 3 in 10 (27%) said that their plans had changed due to the virus, while a much greater proportion (61%) said their plans to study abroad were not affected as yet by COVID-19.

Of those students who said their plans had changed, 37% said the multi-country outbreaks have made them decide to defer their entry until next year, while 33% said they are now going to choose an alternate destination for study abroad. Just over 11% of those whose plans had changed said that they no longer wanted to study abroad.

Nunzio Quacquarelli, QS’s CEO, said in a related statement:

“Today’s findings come at a crucial time for the global higher education sector, as universities start planning for the next academic year. The data suggests that although the coronavirus is creating a great deal of uncertainty, the impact is mostly one of timing. In response, the sector should aim to be flexible on application deadlines and delayed start dates.”

For additional background, please see:

• “Coronavirus update: Educators adjusting deadlines and programmes; agents provide their perspective”
• “Coronavirus update: Schools and universities brace for impact amid global response”
• “Coronavirus triggers travel restrictions and other countermeasures”

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The programme draws on a €3 billion funding commitment from the EU, including a €2.2 billion allocation to support additional learning opportunities for both teachers and students and a €800 million investment in school facilities and equipment.

This funding is in place for the period 2014-2020, and the components targeted to students explicitly support short-term language study abroad for juniors. More specifically: for Italian secondary school students who wish to pursue language studies in another EU country which is also a participant in the .

In 2014, an estimated 30,000 Italian students went abroad through the PON programme. Roughly eight in ten chose to study English, another 14% French, and 5% Spanish, with the balance opting for German or other languages. That strong orientation toward English study resulted in roughly 20,000 PON-supported students in the UK in 2014.

The programme petered out after that, with a relatively small number of student groups going abroad in 2015 (and mostly as a result of funding approvals that carried over from 2014). Although another programme cycle was keenly anticipated in 2016, it did not materialise and this lag underscores the importance of the new funding round announced this month.

PON 2017

For this year, the PON will provide for groups of 15 students per secondary school, with funding of €3,000 per student or €45,000 per group. The programme is open to students aged 16-to-19-years, with participants selected via internal competition for spaces within each school.

The grant provides for three weeks of language study abroad, with 20 contact hours per week. This includes testing fees, and, in a notable change for 2017, all participants are required to have a minimum level of proficiency in the target language. The programme now requires that all students test at B1 level within the Common European Framework of Reference () in order to be eligible to join a PON group. All group participants are expected to reach a B2 level within the CEFR by the end of their studies – thus the requirement for testing for every PON group at the beginning and end of their studies.

Secondary schools are selected via a competitive application process administered by the Italian government, and . There are typically two or three parties to each application for PON support: the Italian secondary school,  that organises the programme and provides local and logistics support (including liability insurance coverage), and the language training provider abroad.

While the secondary school might not specifically reference a given provider abroad in their PON application, they are expected to at least indicate the Erasmus+ participating destination where the training will take place.

Partnering up

This model highlights the need for active collaboration between language training providers, Italian agents, and secondary schools in building an effective PON application and programme.  highlights the importance of the programme for ELT providers in Britain and encourages schools to get involved this year. “Quite a few centres were waiting for the scheme to open last year and it was very disappointing when it didn’t – it’s an excellent opportunity for members which can meet the criteria of both taking juniors and being open beyond the summer,” said English UK Chief Executive Sarah Cooper.

Also in the UK, Trinity College London has been actively engaged with the Italian government in coordinating PON programmes for this year. In order to facilitate links between Italian high schools and Trinity-approved test centres in the UK and Ireland, the college has begun to compile  on its website. “We’d encourage centres to start taking action on this now if they’re keen to take part, as the closing date for school projects is Friday 26 May,” said Henry Tolley, Trinity’s head of market development. “It is an easier process if they are Trinity exam centres, as one of the requirements is for the students to sit an external test at the end of the course
Many English UK members are already Trinity centres: becoming one is a very straightforward process for those which are already accredited.”

While the PON announcement will be of interest to language providers in any Erasmus+ destination, the quick response in the UK reflects the importance of the programme for British ELT providers. Indeed, UK language schools may be especially well positioned this year as the weakening pound has helped to boost the affordability of language study in Britain. As we noted recently, the British pound is off against the Euro by nearly 16% over the past year and about 30% over the past two years.

For additional background, please see:

• “UK: Higher education holding; poised for growth in ELT”
• “Malta ELT up slightly in 2016”
• “Further growth for Irish ELT in 2016”

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“It should be easier for people graduating in the EU to obtain a work permit in the EU,” says the report.

The shape of migration to the EU

While several large Asian markets – among them India, China and the Philippines – drive overall migration to OECD countries, migration to the EU is more diverse, with potential migrants in nearby European and African regions more likely to cite the EU as their desired destination compared to other regions. However, the EU attracts smaller numbers of higher-educated migrants than other OECD destinations.

The EU hosts about 31% of the global pool of higher-eduated migrants distributed across EU and OECD countries, whereas nearly six in ten (57%) are in North America. In fact, the overall pattern is that migrants to the EU tend to be younger and less educated than is the case in non-EU OECD countries. Between 2000 and 2010, the share of all low-educated migrants in OECD countries living in the EU15 rose from 36% to 45%, and in 2014 employment among migrants in the EU15 countries was more than ten percentage points lower than in non-EU OECD countries.

The OECD’s recommendation that the EU reform its work permit policies to retain highly-educated foreign EU graduates therefore represents a plan to reverse this long-term trend. Current migration rules were developed at a time when member-states were in more direct competition. The report’s authors suggest that modern-day factors require a less fragmented approach designed to make the EU more attractive as a whole.

The report notes that variances in policy make for uneven issuance of work permits. As it stands now, Italy, Spain, and the UK issue more than half of all work permits bestowed. Some EU states impose education, occupation, or salary requirements, while others rely upon hard numerical limits. Still others use labour market tests, and some deny entry to less skilled labour migrants entirely while others admit them only for seasonal activities.

This is not to say work permit polices are completely disconnected. The EU developed some common rules with the 1999 Amsterdam Treaty, while the 2009 Lisbon Treaty mandates that certain objectives should be supported and complemented through EU initiatives, and made the European Parliament co-legislator in the area of legal migration. The chart below, from the OECD, gives an idea of the overall alignment of policies in various countries.

Barriers to labour migration in selected EU countries. Source: OECD

The Netherlands, for its part, is out front on the issue of attracting highly skilled migrants. The understanding that the retention of international students bolsters the Dutch economy led to the creation of the Make it in the Netherlands () programme in 2014. Among other areas of focus, MiitN began to promote the learning of Dutch to foreign students, worked toward creating a bridge between study and career, and streamlined bureaucratic procedures.

EU President Jean-Claude Juncker has called for a reset on foreign worker rules as part of a broader agenda of boosting employment rights and setting wage standards, among other goals. Already an EU vote earlier this year harmonised and eased rules for non-EU students, with the goal of attracting not only more students, but also researchers and interns.

The further changes proposed are touted as a way to bring clarity to various grey areas in regulations, and they fall into three broad categories: adapting labour migration channels, simplifying procedures, and promoting the EU labour market.

Proposed Blue Card changes

The EU’s Blue Card programme was designed to attract skilled workers from abroad. However, the programme was not adopted by all member states and has not been widely used.

With an announced on 7 June 2016, the programme is now set for a major restructuring. Less than 14,000 Blue Cards were issued last year, and mostly by Germany. In September 2015, more than three quarters of respondents to a public survey concerning the Blue Card scheme believed more should be done at the EU level to improve the attractiveness of EU member states for highly skilled migrants. The ease of getting a permit was the issue singled out by 63% of respondents. Currently, in order to receive a Blue Card non-EU nationals must earn 1.5 times the average salary of the EU country where they plan to move, and employment contracts must be for at least one year.

Some of the European Commission’s proposed reforms include:

• Faster and more flexible procedures. Applications can be submitted either abroad or in EU territory, and the maximum processing time is brought down from 90 to 60 days.
• Parallel national schemes for similar eligible groups are to be replaced by a single, EU-wide scheme for highly skilled third-country nationals.
• The required minimum duration of initial contracts is brought down from 12 to 6 months to align more with labour market realities and many national schemes.
• The new scheme introduces more facilitation for recent graduates and workers in shortage occupations to increase the retention of foreign talent educated in the EU and facilitate their entry from abroad.
• Member states have the option to introduce fast-track procedures for recognised or trusted employers, with the recognition procedure regulated at the national level.
• Blue Card holders will be able to move to other member states after 12 months of residence in the first member state, compared to 18 months under the existing rules. They would be able to move after six months of residence in second, third, and further member states.
• Professional experience will be recognised as equivalent to possessing higher education credentials.

Certain rules would not change, for example the requirement for Blue Card applicants to prove their highly-skilled status, or to have a job offer or contract in hand before submitting paperwork. Member-states will also still be able to rely upon labour market tests to judge employer needs and create national shortage lists, which would be used to adjust salary thresholds and thus attract the workers each country’s labour markets need most urgently.

According to OECD Director for Employment, Labour, and Social Affairs Stefano Scarpetta, employers in most EU member states already report more difficulty attracting and retaining talent than those in competing non-EU countries. Commenting on the need to draw more highly skilled workers, he said, “Skilled migrants can play an important role in addressing labour market shortages, drive innovation, and promote productivity growth.”

Political obstacles loom

Jean-Claude Juncker is now his EU presidency due to the outcome of Britain’s Brexit vote. It is unclear what effect this would have, if any, on the EU’s recent proposals. Likely none, as support is strong among policymakers for common action in making the EU more attractive for highly qualified migrants. But any reforms will take place in an atmosphere of growing anti-immigrant sentiment among EU citizens.

Strong resistance to EU policy in countries like Denmark, Sweden, the Netherlands, and Slovakia are already roiling the political waters. Switzerland staged a referendum on immigration caps in 2014 that passed and is legally binding upon Swiss policymakers, and Romania has its own immigration vote upcoming in the autumn. Various European politicians have criticised the EU’s proposals in the most forceful terms. Gisela Stuart of the UK’s Labour Party told , “The plan appears to be to open our borders ever wider – extending access to the European labour market to yet more war zones.”

The authors of Recruiting Immigrant Workers: Europe acknowledge that the issue of legal migration is tied to that of forced and illegal migration. For example, one proposed Blue Card reform expands the programme to encompass people who previously arrived in Europe illegally and are seeking asylum. But the report also points out that legal migration, such as by foreign students seeking university degrees, constitutes the bulk of movement to the EU.

The EU estimates Blue Card reforms will net the single market €1.4 billion to €6.2 billion each year (US$1.6–US$7 billion), derived from retaining or attracting 32,000 to 137,000 additional high-skilled workers. Dimitris Avramopoulos, EU Commissioner for Migration, Home Affairs, and Citizenship, said, “If we want to manage migration in the long-term, we have to start making those investments now, in the interest of us all. The revised EU Blue Card scheme will make it easier and more attractive for highly skilled third-country nationals to come and work in the EU and strengthen our economic growth.”

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The students, more than half of whom studied at the graduate and post-graduate levels, were asked 14 questions, many of which focused on how changing economic conditions would affect their plans for study abroad.

Know your markets

The presentation in Denver drew in part on a previous FPP/Intead study, “Know Your Neighborhood: International Recruiting Fuelled by Regional Insights,” that illustrates how different students in various markets are in their attitudes and behaviours related to study abroad.

For example, while it is common for international educators to promote popular programmes such as general business or computer science, this wouldn’t resonate as well in Thailand as it would in other countries. That’s because Thais turn out to be most interested in studying the arts, education, human rights, international business, and medicine.

Students also differ in their hopes upon graduation: for example, Argentinians and Panamanians are more interested in bringing their newly acquired skills back home, while Malaysians, Indians, and Venezuelans are interested in staying abroad after their studies.

As international education markets continue to mature worldwide, knowing these tendencies should influence how you position your institution or school for prospective students. For example, if your country has attractive post-graduation work rights available to international students, that might play very well in Malaysia – but it would be less crucial to mention in Argentina. Intead CEO Benjamin Waxman noted how important it is to consider what makes your school unique in a given market, asking, “What can you say about your school that will make students think it is the best choice for them?”

The issue of affordability and the importance of scholarships

The latest Intead/FPP EDU research shows that in certain markets, large proportions of students are better able to afford studying abroad than they were two years ago. These include Algeria (where 81% indicated they could more easily afford to go abroad today), Vietnam (80%), and Colombia (75%). By contrast, only 40% of Italian respondents and 33% of Venezuelans felt that they could more readily afford to study abroad today compared to 2014.

Across the board, Mr Waxman said, students are attracted to the possibility of scholarships. He noted that especially on social media, students are very likely to click on any mention of scholarships, and concluded: “To the extent that you can use scholarships in your marketing tools, you should.” The research shows that in some markets – Venezuela, Brazil, and Malaysia – students are particularly influenced by a lack of scholarships for a given school or destination.

Unfavourable shifts in currency exchange rates can also have a profound effect on students in some markets. In Brazil, Mexico, Malaysia, and Indonesia, large proportions have postponed plans to study abroad for this reason, while in Venezuela and Argentina, many students said they would abandon plans to go abroad altogether.

Meanwhile, significant numbers of students in Indonesia, Vietnam, Brazil, and Malaysia said they are considering countries other than the US as their currency depreciates against the US dollar. Overall, nearly three in ten survey respondents (27%) indicated that they are planning on studying in a country other than the US “where my funds have more value.”

These currency effects open up an opportunity for schools from other English-speaking destination markets, and last year for example, we saw destinations such as Canada, Malta, South Africa, and Ireland gain traction in Brazil as the real declined sharply relative to other major world currencies.

This is not to say, however, that providers in more expensive destinations don’t have strategic options as well. US schools, for example, could adapt to sharper currency devaluations in some sending markets by offering tuition discounts, rebates, or more flexible payment schedules, or by targeting scholarships or other financial aid to students in those countries.

Tuition discounting, while widespread in some market segments, is often criticised as a short-sighted choice. We do, however, tend to see a spike in discounting activity in response to global economic pressures; in fall 2015, for example, there were reports of some language programme providers aggressively discounting in order to attract students in markets affected by currency devaluations.

Accept that economic crises are normal, and adapt strategies when necessary

The audience listening to the FPP/Intead presentation at NAFSA also heard that economic crises, or other significant market disruptions, are a constant factor in international education, and looked at a slide deck that outlined dozens of economic downturns that have occurred since the 1970s.

The reality, conference attendees were advised, is that “crisis is normal,” and international educators must be prepared for the eventuality that important sending markets will at one point or another will enter difficult times.

Rather than stepping back from troubled markets in those moments, the presenters urged calm and suggested instead that recruiters adopt a more balanced and adaptive approach:

1. Think in a different way: change your approach – the current one probably won’t be as effective as it has been, but another strategy might be;
2. Collect information – don’t rely on external media only, as such media is often overly dramatic, so make sure to get information from trusted local partners and other sources to get a real feeling for what’s going on;
3. Look for opportunities: A markets may shrink during crisis but this doesn’t mean that the right idea is to abandon the market.

Implicit in these suggestions is the idea that when a market is affected by an economic downturn, some institutions will pull back and this can reduce the competition for students – which can in turn open up potential market share gains for those who stay the course. Eventually of course the crisis will pass. And maintaining or expanding a presence in a market when it is going through tough times can be a strategic choice that will pay off over the long term once a recovery is underway and the underlying strengths that drew you to the market in the first place – economic fundamentals, demographics, supply-demand dynamics – begin to assert themselves again.

The FPP/Intead presentation underlined both (1) the profound effect that currency rates can have on international student mobility, and (2) the reality that schools have tools at their disposal to adapt to an economic crisis – and even to use it to deepen branding and long-term enrolments. The key is to understand the effect an economic crisis is having on students, and then to use data – and local sources – to develop strategies to maintain, or increase, market share.

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Our focus today is on its findings with respect to international mobility. Drawing largely on data through the 2012/13 academic year, Education at a Glance 2015 reaffirms many of the key characteristics of international mobility that we have come to understand over the past decade.

Ongoing rise in international student mobility

The number of foreign tertiary students enrolled worldwide increased by 50% between 2005 and 2012. As many as 4.5 million students were enrolled outside of their home countries in 2012 and the total number is estimated to have surpassed five million by this year.

The report notes, “Student mobility has increased dramatically over the recent past, due to a range of factors. The exploding demand for tertiary education worldwide and the perceived value of studying at prestigious post-secondary institutions abroad contribute to an increasing and diversified flow of international students, ranging from those who cannot find a place to study in post-secondary education at home to students of high academic achievement studying at high-quality programmes and institutions. In addition, the educational value associated with a diverse student body, the substantial revenues that can be earned by expanding education for international students, and economic and political considerations prompted some governments and institutions to make major efforts to attract students from outside their national borders.”

Asia is the engine of growth in global student mobility

It was the region of origin for 53% of all international students in 2012/13, and China and India remain the world’s first and second-largest source markets. “Asia is dominating,” said Andreas Schleicher, Director of the OECD Directorate for Education and Skills.

“That is where you can see the hunger for learning. Parents want their children to get a better education and they still quite often choose countries in the Western world, in OECD countries, to obtain those qualifications.

It may change in the future but at the moment that is still by a large margin the most dominant source of international students, followed by Europe, and with a large gap by Africa.”

Distribution of international students in tertiary education by region of origin, 2013. Source: OECD

Shifting market share

The US remains the leading study destination but, while absolute numbers of foreign students in America continue to increase, its market share has fallen. “That share is declining in the United States,” adds Mr Schleicher. “The market is dividing up quite differently with countries like Japan [and some European countries] getting a larger share.”

More broadly, Australia, Canada, France, Germany, Japan, and the United Kingdom together receive more than 50% of all international students worldwide and OECD countries attract 73% of all students enrolled abroad.

Also of note: the number of international students enrolled in tertiary education in OECD countries was, on average, three times the number of students from OECD countries studying abroad.

Level of study variations for international students

Education at a Glance 2015 has some thought-provoking new observations as well. In particular, it highlights the growing importance of post-graduate programmes and the higher proportions of international student enrolment at advanced levels of study.

“The proportion of international students among total higher education enrolments tends to be much larger at the most advanced levels of tertiary education,” notes the report. “On average across OECD countries, 24% of students enrolled in doctoral or equivalent programmes are international students against an average of 9% in all levels of tertiary education.”

The OECD speculates that the following factors may be contributing to greater proportions of internationally mobile students in advanced studies:

• Particularly severe capacity constraints – that is, very limited opportunities for post-graduate or doctoral studies – in the students’ countries of origin;
• The benefits of study abroad, in terms of career opportunities and earning potential, are that much greater at advanced levels of study;
• Doctoral (or comparable level) students may simply be more likely to travel and live abroad, in part because they would be attractive to their host countries for their research contributions during their studies and/or as highly qualified immigrants.

The following chart makes the point quite vividly that while foreign students may represent a relatively small proportion of total undergraduate enrolment in a major destination like the US, their participation rates are much higher at the master’s and doctoral levels.

International student enrolment as a percentage of total tertiary enrolment in OECD countries, by level of study, 2013. Source: OECD

Hit the brakes?

The report also gives passing attention to a possibility that has begun to play on the minds of international educators in recent years: can the market keep growing as quickly as it has? More to the point, what happens if growth slows significantly?

There are a variety of inter-related demand factors that influence demand patterns for study abroad, including domestic capacity, economics, demographics, labour market requirements, and immigration policies. And on the question of future trends, OECD says only, “In the current economic climate, shrinking support for scholarships and grants, as well as tighter budgets for individuals, may slow the pace of student mobility.”

The report does go on, however, to explore the different elements that drive student decision-making around study abroad and it distills these down to the following decision factors:

• Language of instruction. Languages that are widely spoken and read are attractive and the “progressive adoption of English as a global language” remains a major factor in the prominence of English-speaking destinations. This underlying demand driver has also played an important part in the expansion of English-taught programmes in non-English-speaking destinations, including those in Europe.
• Quality of programmes. Study destination attractiveness correlates strongly to perceptions of quality, as derived from international university rankings but also from a wide range of other indicators of quality for individual institutions and programmes.
• Costs of study. Both tuition and costs of living factor here, and all are filtered through the lens of prevailing currency exchange rates. OECD notes cost as an important consideration but observes as well that higher tuition fees do not necessarily discourage prospective students so long as the quality of education is perceived to be high.
• Immigration policy. There is no question that the destination country’s policies around student immigration are one of the most important determinants of attractiveness for foreign students. This pertains to the ease (and timeliness) with which a student visa can be obtained but also to opportunities for the student to work during or after his or her studies. The prospects for immigration after graduation may also be an important factor for students and host countries alike.

The global classroom

Overall, the OECD’s findings for 2015 reflect a global marketplace for education that continues to expand, but that is also increasingly complex.

“Tertiary education is becoming more international through a number of means,” notes the report. “For example distance education, international education-related internships and training experiences, crossborder delivery of academic programmes, and offshore satellite campuses.”

The global education market is also characterised of late by more varied patterns of mobility. China, for example, remains the world’s leading source of mobile students but is now also an important study destination in its own right. The same is true for Malaysia and a number of other regional destinations around the globe.

Growth rates and other high-level market trends will continue to hold our attention in 2016. But this expanding range of shifting market conditions will also challenge and engage international educators in the years ahead.

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