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.
Addressing these challenges is often beyond the scope of a single actor and requires co-ordination across policy areas (e.g. higher education, migration, employment, foreign affairs) and levels (e.g. national/federal, provincial/territorial/state, regional, local, institutional). Stakeholders need to work closely together to develop and implement effective policies to support international students. Based on the evidence analysed and international examples identified, the report proposes four policy considerations:
1. Steering enrolment by creating a predictable environment for students and institutions. Prospective international students benefit from promotion and recruitment messages that reflect realistic possibilities and opportunities. National information platforms can play an important role in providing accurate, realistic and comprehensive information, including on costs, limits and challenges. Recruitment integrity and quality pre-arrival support can be ensured by appropriate compliance regulation and guidance. A more balanced distribution between regions, sectors and study fields could be encouraged through targeted initiatives, prioritisation and capping of study places where appropriate. A more predictable policy environment for institutions and policymakers can be supported by ongoing dialogue with and consultations across relevant stakeholders.
2. Reducing dropout by strengthening academic adaptation, integration and wellbeing support. Academic adaptation can be facilitated by expanded pre-arrival and on-arrival support, addressing gaps in preparedness. Integration can be encouraged by promoting interactions between international students, domestic peers and local communities. Various stakeholders can also support international students by assisting them in facing non-academic challenges, such as housing, financial difficulties, finding employment. Promoting greater awareness and uptake of support services can also help international students.
3. Supporting post-graduation transitions to the labour market and providing clear information on possibilities for longer-term stays. Higher education institutions can support international students by helping them to develop relevant professional networks, by facilitating work experience and by providing career guidance. Relevant stakeholders can facilitate local integration through language learning, cultural orientation and opportunities to interact with the local community. Employers could be encouraged to hire more international graduates through provision of clearer information about hiring of foreign nationals. A more welcoming culture across society could be promoted by highlighting international students’ contributions to local economies and communities.
4. Strengthening evidence gathering and monitoring. Policymaking would benefit from more comprehensive and detailed data on international students, including post‑graduation journeys. More timely data, better connected and more harmonised data, nationally and internationally, could help to make monitoring more transparent and support policymaking.