International Students in Higher Education

Australia, Canada, France, Germany, the Netherlands and the United Kingdom have been among the OECD countries with the strongest growth in international student enrolment over the last decade. International students have significantly contributed to enrolment growth, shaped campus life and, in some countries, institutional finances. This report examines the journey and challenges of international students, from choosing where and what to study and obtaining a study visa/permit, to adapting academically, finding housing, integrating into local communities, progressing in their studies and navigating post-graduation pathways. After strong growth through the 2010s and a rebound after the COVID-19 pandemic, international student mobility is entering a more uncertain phase, with some countries tightening policies while others continue to expand international enrolment. By comparing six major OECD study destinations, the report highlights both shared challenges and emerging policy responses. It provides timely evidence on trends, challenges and policy responses related to international student enrolment at a time of growing public and policy attention. It is relevant for policymakers, higher education institutions and other stakeholders.

International students are an integral part of dynamic, high‑quality higher education systems. Across Australia, Canada, France, Germany, the Netherlands and the United Kingdom, their numbers grew strongly through the 2010s. While temporarily affected by the COVID-19 pandemic, all six countries saw the number of international students recover to pre‑pandemic levels by 2023. Political and social pressures, including concerns about recruitment integrity, low stay rates, reliance on international tuition fees, housing pressures and capacity constraints have led to a tightening of international student policy in Australia, Canada, the Netherlands and the United Kingdom. Emerging evidence for 2024 and 2025 suggests that growth in international enrolments in these countries has slowed and, in some cases, the number of international students has even fallen. In parallel to these developments, France and Germany have continued to implement policies to attract and retain more international students.

Prior to the pandemic, policies related to international students across all six comparator countries focused on attractiveness and recruitment. The recent policy changes in some countries have shifted the emphasis to sustainability and balance. This creates space to rethink approaches to international student policy, consider whether countries and institutions have sufficient capacity to support international students, and address the challenges that students face throughout their journey. The evidence in this report highlights challenges linked to:

A. Choosing studies, admission and arrival processes: International students need reliable information about study options and life in the country and should be able to choose programmes that match their abilities and aspirations while responding to host‑country needs. International students tend to be enrolled in higher shares in master’s and doctoral programmes and in STEM and business, administration and law. International students are mostly enrolled in university‑type institutions. Studying abroad has become more expensive, with countries providing fewer and more targeted scholarships. Some international students also struggle to navigate admission processes and to meet all the requirements for a study visa⁠/⁠permit.

B. Study adaptation and success: Students from different countries and backgrounds vary in their preparedness and must navigate a new learning environment with approaches, expectations and norms that may differ to those in their home country. While many international students often feel a sense of belonging in their host countries, some struggle to connect with domestic students and to integrate into the wider academic community. International students tend to be aware of support services but often rely on informal support from peers and family. Compared with domestic students, international students seem to have lower initial progression and higher dropout rates, though they are more likely to complete their studies within the theoretical duration. Among the main reasons for dropout are financial pressure, stress and wellbeing, unmet expectations, language proficiency and study visa⁠/⁠permit requirements.

C. Life in a new country: Many international students face difficulties in securing suitable housing, encounter scams and, in some countries, pay more for housing than domestic students. Various local activities exist to help international students on arrival. Some students face financial stress and have problems covering study and living expenses. Most international students work, in part because they rely on earnings to meet costs. Nearly all feel safe within their institution, but some do not feel safe or welcome in their community. Many struggle to integrate into local communities, especially where language barriers persist.

D. Post‑graduation opportunities and possibilities: Most international students intend to stay in the host country, but only a minority remain long‑term. With the introduction or expansion of post‑graduation visas⁠/⁠permits, more graduates stay initially, but many are unable to secure longer‑term status. International graduates often struggle at first to find employment and have weaker early labour‑market outcomes, although the gap with domestic graduates tends to shrink over time.

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International Students in Higher Education

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