“International student mobility is entering a more uncertain phase”

You have recently authored the OECD publication “International Students in Higher Education: A comparative analysis of trends, challenges and policy responses in Australia, Canada, France, Germany, the Netherlands and the United Kingdom”. Could you start by briefly explaining what the key questions of your analysis were and how you selected the countries included in your study?

The analysis looked at trends in international student mobility across six OECD countries that are major destinations for international students, the challenges that international students face and how these countries are responding to those challenges. The six countries were selected not only as major destinations for international students, but also because they have a relatively large share of international enrolments in the overall student population. All six countries have actively worked to increase their attractiveness for international students – and seen rapid growth as a result – but several systems have more recently begun to rethink their policy. This shift is driven by a mix of concerns around immigration, housing shortages, dependence on international tuition fees, recruitment practices and labour market outcomes. While the pressures are similar, countries are responding in different ways.

In the publication, you focus in particular on current trends and challenges relating to international students in the countries under consideration. If you had to name three particularly important trends or challenges, what would they be?

The first major trend is that international student numbers now appear to be peaking in some of the major destinations. After a strong growth through the 2010s and a rebound after the COVID‑19 pandemic, international student mobility is entering a more uncertain phase. In Australia, Canada, the Netherlands and the United Kingdom, enrolment growth has slowed and the number of new study visas or permits being granted has even declined, which is closely linked to tighter visa rules. Canada is the clearest example, with federal caps on study permits introduced from 2024. Australia and the UK have also made changes to their study and post‑graduation visa arrangements. In the Netherlands, many adjustments came through self‑regulation by higher education institutions, which limited international intake in some programmes and halted active recruitment. However, in January 2026, the new Dutch government signalled a more open policy towards international students.

The second trend relates to where international students enrol within countries. As expected, they enrol in higher shares in master’s and doctoral programmes. What stands out more strongly, however, is how concentrated they are, compared to domestic students, in business and STEM programmes, in large metropolitan areas and in universities rather than other types of higher education institutions. The OECD’s Education at Glance 2025 also shows that, across countries, international students tend to cluster in a few institutions. This concentration can intensify challenges around housing, local integration and access to networks that matter for jobs after graduation.

The third key challenge is what happens after graduation. Many international students would like to stay and work for a period in the country, yet only a minority manage to remain in the long term. International graduates often encounter difficulties in finding suitable employment, housing and securing visas. Navigating life in the country after graduation can be challenging, particularly when they don’t speak the language. This often leads to a gap between expectations and reality, frustrating both students expecting to settle and host countries that wanted to benefit from talent they attracted.

Your publication also examines policy responses in Australia, Canada, France, Germany, the Netherlands and the UK. In which areas are the most significant differences and the greatest similarities between these countries?

Across all six countries, there is a common starting point in international student policy. All of them have actively recruited international students. They all developed national information portals and recruitment materials, simplified study visa or permit processes and put in place post‑graduation visas that gave graduates time to look for work. In most cases, higher education institutions have also worked to create welcoming environments for international students. Where countries now differ most clearly is in the direction they are taking.

Several countries are moving towards stabilisation. In the Netherlands and the UK, the debate is about “balanced” or “sustainable” internationalisation, signalling an intention to slow or stabilise growth rather than continue expansion. Australia and Canada have gone further by introducing caps on study visas and permits. But there are signs of adjustment: in Australia, the cap has been increased, while in Canada, international master’s and doctoral students are now exempt. By contrast, Germany and France have remained on a path of continued growth in international enrolment.

In Germany and the Netherlands in particular, there is also growing attention on what happens after graduation. As the study costs for international students are publicly subsidised to a large extent, there is focus on improving stay rates and translating study periods into longer‑term participation in the economy.

In Australia and the UK, while incoming mobility is more challenging, interest in international education remains very strong. Both countries are placing a greater emphasis on transnational education, with the aim for universities to enrol more international students overseas.