International Students in Higher Education

3. Study adaptation, progression and success

Abstract

This chapter looks at how international students adapt, progress and complete their studies in another country. First, the chapter examines how institutions respond to differences in preparedness and how international students adapt to a new learning environment, different study expectations, teaching and assessment approaches, and academic norms. Second, the chapter looks at the evidence on sense of belonging and isolation of international students. Third, it focuses on what institutional services are usually available to international students and whether they use them. The fourth section examines data on study progression and completion for international students.

Key findings

• Language proficiency and familiarity with teaching and assessment approaches are important for academic adaptation. Targeted induction, language support and early feedback can bridge gaps in academic preparedness.

• Based on available evidence, sense of belonging for international students is frequently equal to or higher than that of domestic students. However, a sense of isolation and lack of connection with domestic students remains an issue, as does a weaker sense of welcome beyond the academic community.

• Awareness of institutional support services is higher than uptake. Many international and domestic students rely on help from peers or family rather than institutional services. In some countries, in addition to institutional support, regional and local hubs and centres offer activities and support to international students.

• International students often have higher completion rates than domestic students, although their first‑year progression tends to be lower and their initial dropout rate higher than for domestic students. Key drivers of dropout include financial pressure, stress and wellbeing, unmet expectations, language and study visa/permit.

Academic preparedness and adaptation

The transition from secondary to higher education or progressing to a higher level within higher education is associated with the need to master more advanced knowledge and skills. All students, domestic and international, need to cope with navigating a wide range of literature, actively participating, completing assignments and sitting exams. This is combined with a range of non-academic aspects, such as housing, finances, wellbeing and social life, which also contribute to student performance. International students, to varying extents and usually more than domestic students, also need to:

1. Understand the education system, organisation of studies and academic norms. Understanding these elements is an important factor for successful adaptation and progression in studies. National information portals provide system-level information on the organisation and key features of the educational system, such as types of institutions and qualifications, the credit system and quality assurance. However, the organisation of studies (e.g. calendar, programme structure, grading) and academic norms (e.g. communication with academic staff and fellow students, referencing, academic integrity) can be very different between and even within institutions, and quality of information provision differs between institutions.

2. Adapt to different teaching and assessment approaches. In Canada, half of international students (50%) reported difficulties with adjusting to the learning environment and completing written assignments, with this being particularly common among first and second-year students (CBIE, 2024[1]). In the United Kingdom, international students highlighted the challenges of adapting to new educational expectations and they were slightly more likely than domestic students to ask for an extension on assignments (AdvanceHE & HEPI et al., 2025[2]). Furthermore, some international students in the United Kingdom mentioned experiencing digital shock, experiencing greater reliance on digital learning than expected, and navigating unfamiliar tools they had little or no prior experience with (Newman, Gulliver and Newall, 2023[3]). In Germany, 23% of international students were not satisfied with transition to German teaching (DAAD, 2025[4]). In the Netherlands, active participation in class and engagement with the teaching staff is often required, with points awarded for active participation, which often proves difficult for international students. The teaching and assessment approaches can, to various extents, differ from students’ previous educational experiences. The key elements to understand about teaching are in the balance of contact hours and independent study, the balance of lectures and seminars, practical and theoretical focus, and how technology is being used. In terms of assessment, countries and study programmes differ by types of assignments used, whether the assessment is continuous or more concentrated, what grading criteria are used and how feedback is provided. Understanding these elements helps students to better meet expectations, allocate their time and effort to activities that matter and enhance their learning. Many study programmes hold orientation sessions and introduction courses helping students to understand these elements, as well as providing information in their institutional information systems and offer study-related counselling.

3. Identify gaps in preparedness and fill them. Students coming from diverse backgrounds, with different educational and professional experiences, will have gaps in their subject knowledge, their abilities and skills to participate in education and meet requirements. Most institutions already make initial assessments of the potential gaps during admission, sometimes requiring or suggesting admitted students to complete specific preparatory courses before starting the study programme. In Germany, around 34% of international bachelor’s and 20% of master’s-level international students attended some form of preparatory course (Pineda et al., 2022[5]). Additionally, some programmes will make initial assessments of skills and knowledge, to provide students with additional courses, workshops or to seek support from available services. During the term, most students also receive some feedback to direct their individual efforts.

Across all these factors, many international students need to cope with finding information and studying in a language that is different to their native language. A survey among international students in Germany found that international students studying in English have a higher self-assessment of their language skills being sufficient for their studies than those studying in German. International students in English-language programmes were more active, asking more questions and joining discussions, than international students in German-language programmes. Furthermore, 24% of international students in German programmes had language problems when writing their final thesis, compared to 18% of respondents on English-taught programmes (Pineda et al., 2022[5]). This corresponds with a common finding across the literature that many international students, primarily non-native speakers, struggle with language and avoid speaking in classes (Oduwaye, Kiraz and Sorakin, 2023[6]).

Integration into the academic community

International students feel that they belong, often even more than domestic students

Most international students feel that they belong. In Germany and the Netherlands, slightly fewer international students disagree with the statement that “they do not belong in higher education” compared to domestic students (DEU 74% domestic compared to 66% international, in NLD 70% compared to 68% international) (Eurostudent, 2025[7]). Interestingly, in the United Kingdom and Australia, international students had a higher sense of belonging to their institution than domestic students. About 67% of international students rather agreed that they belonged at their institution, compared to 61% of domestic students (AdvanceHE & HEPI et al., 2025[2]). And in Australia, the equivalent proportions were 57% of international undergraduates and only 44% of domestic students. The gap widens further among postgraduate coursework students. In 2024, 62% of international postgraduates felt a sense of belonging in their institution, while this is the case for only about 38% of domestic students (QILT, 2025[8]). In Canada, about 73% of international students felt a sense of belonging and even more (85%) feel treated with respect (CBIE, 2024[1]). While about 75% of international students felt welcome at their university in Germany, only 50% felt that outside the institutions (DAAD, 2025[4]), a point further explored below in Chapter 4, section Local and community integration.

International students feel isolated and disconnected from their peers

While international students feel belonging overall, some feel isolated and disconnected from their peers. In Germany and the Netherlands, international students were slightly less likely to know many fellow students with whom to discuss subject-related questions. In the same survey, answers from France and the Netherlands show that international students are more likely to feel isolated from fellow students, with this being the case for 14% of international students compared to 8% of domestic students in France and 15% of internationals in the Netherlands, compared to 5% of domestic students (Eurostudent, 2025[7]). In Canada, 19% of responding international students considered leaving because they felt isolated or unwelcome (CBIE, 2024[1]). Interestingly, peer engagement was much more positively rated by international students in Australia, where, among undergraduates there was 15 percentage point gap (72% international and 57% domestic students) and 37 percentage points difference among postgraduates coursework students (78% vs 41%) (QILT, 2025[8]).

What was commonly observed is the separation of international students from their domestic peers and a lack of contact and connection between the groups. In Germany, half of international students (50%) were dissatisfied with the contact with domestic students in the beginning of their studies. The contact was somewhat easier for international students coming from EU countries, in part because some speak German and there is greater cultural closeness. After orientation activities, only 21% of domestic students were in regular contact with international students (DAAD, 2025[4]). International students in Germany, during their first semester, when facing problems in studies most often turn for help to students from their country (42%) or other international students (37%), rather than domestic students (27%). By the fourth semester, most asked for help from other international students (35%), followed by students from their country (33%) and only then German students (25%), a share that declined even further (Pineda et al., 2022[5]).

Institutions have been promoting greater connection between international and domestic students by organising events and creating buddy schemes that pair domestic and international students to support orientation and integration. These activities are more complicated in the case of language differences (more pronounced in non-English speaking countries), which naturally create separation between English activities and classes, primarily attended by international students, and local language activities, primarily attended by domestic students. In many instances, international students tend to be concentrated in some study programmes, shaped by language of instruction, study field or particular focus, which means that there are not always natural opportunities for interaction.

One of the key activities to promote connections is through extracurricular activities. In Germany, for example, more frequent participation has been found to contribute to a sense of belonging (Thies and Falk, 2023[9]). Data on participation in student clubs and activities is limited, with the only source identified in the Netherlands, where about 22% of international students were members of Dutch study or student associations, while about 37% were members in international study or student associations (Nuffic, 2022[10]). Most institutions encourage international students to join student clubs, associations and other extracurricular activities. But even here, there tends to be segregation, as international students are more likely to join cultural and religious clubs, international students’ associations and sports common in their home country. In Germany, there is a large national German Association for International Students (DEGIS) with local branches in most cities that organise events, meet-ups, cultural celebrations and city exploration, as well as running a buddy programme to facilitate connections between, mostly international, students (DEGIS, 2025[11]). In many places, local branches work with relevant higher education institutions and authorities to provide activities. However, DEGIS is an independent organisation, not connected with higher education institution, student bodies, any government or any public bodies. Student unions, especially at the local level, particularly in Germany, the Netherlands and the United Kingdom, have a significant role in organising events and activities to integrate international students.

Access to institutional support services and activities

While many international students are aware of available services and support structures, they do not always use them. This is also a pattern noticed among domestic students, but international students often have access to additional services primarily intended for international students, such as support with study visa/permit and arrival or language support. In the Netherlands, international students tend to have a similar level of awareness of available support services as domestic students, but only a small proportion of students have actually used them (Eurostudent, 2025[7]). In Canada, while most international students are aware of available services, in many cases they have not used them even if they reported need (CBIE, 2024[1]). In Germany, international students were familiar with individual support services offered by their institution, but these were used by only some (DAAD, 2025[4]). As a consequence, a relatively large supply of support services serves a relatively small number of international students, as they tend to turn to their fellow students or academic staff for help (Pineda et al., 2022[5]). In the Netherlands, international students were also found to seek help from their family, partner, friends inside the country and outside, from student associations and from academic staff, before turning to their institutions (Nuffic, 2022[10]). The internationalisation strategy in France has supported welcome desks for international students, but a recent report found that many have been underutilised (Cour des comptes, 2025[12]).

The relatively small usage of some support services is puzzling, considering the self-reported needs of international students, who would like help in many areas of their life. In the United Kingdom, international students have expressed a need for more support to be provided beyond academic matters (AdvanceHE & HEPI et al., 2025[2]). This is also seen in the responses from Germany, where international students, even more than domestic students, highlighted the need to receive support regarding finances, housing, health insurance, childcare, study interruptions and problems with study progress and completion (Kroher et al., 2023[13]).

Support services are primarily provided by individual higher education institutions, but there are several ways in which national stakeholders and policymakers work to promote them. In Germany, for example, the database of international programmes (DAAD, 2025[14]) includes information on what support services and activities are offered by the provider, thus already informing prospective students of what they can expect and have access to. In France, as part of the internationalisation strategy, the government has funded welcome desks for international students. Furthermore, starting in 2019, Campus France has started to certify institutions based on quality of their welcome and support services for international students, giving them “Bienvenue en France” (Welcome to France) label. The evaluation looks at a) quality and accessibility of information, b) quality and accessibility of welcome facilities, c) programme accessibility and assistance, d) housing and quality of campus life, e) quality of follow-up after graduation (Campus France, 2024[15]). By December 2025, 180 higher education institutions were certified and promoted online as recommended institutions for international students.

In Australia, Canada and the United Kingdom, the offer of support services is outlined in regulations related to providers eligible to sponsor study visa and host international students. For example, in Australian, this topic is covered in the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (Department of Education, 2023[16]), while in Ontario Canada, provincial government has regulated the offer of support services within the framework for designating learning institutions, in the Requirements for Designated Institutions under the International Student Program (Ministry of Colleges and Universities, 2024[17]). In Canada, every province or territory sets conditions, including on student services, to be met before a post-secondary institution can be designated as eligible to host international students (i.e. designated learning institution). Guidance on offer of support services to international students is also provided by other stakeholders, such as the UK Council for International Student Affairs (UKCISA). UKCISA is a membership organisation of higher education institutions, student unions and other organisations working with international students (2026[18]). UKCISA provides information to international students, supports institutions that work with international students through advice, training and events, and it also monitors policy, collects data and advocates for policy change. UKCISA issued the #WeAreInternational Student Charter, which provides guidance to institutions on supporting international students from pre-arrival to post-graduation. Furthermore, it has run a grants scheme to support piloting of new projects and sharing of good practice that support international students.

The German state of Baden-Württemberg is one of the three German states that has introduced modest tuition fees for international (non-EEA) students, but it has intended to use a portion of this revenue to improve support services for international students (Baden-Württemberg International, n.d.[19]). A similar idea was present in France with the introduction of differentiated tuition fees for non-EEA international students. Revenue from these fees would provide continuous funding for welcome desks, other support services for international students and a scholarship fund. However, as the differentiated fees have not been fully implemented with most international students being granted exemptions and less than 10% of eligible students paying the differentiated fees, there is a substantial shortfall in resources (Cour des comptes, 2025[12]; OID, 2025[20]).

In Australia, some of the support services are also offered by state study hubs, supported by state and local governments. Study Melbourne that covers the state of Victoria has established the Study Melbourne Hub that offers counselling and guidance services (e.g. mental health, legal advice) to international students, hosts events and training for international students, and provides a space for students to meet and hang out (Study Melbourne, 2026[21]). The hub provides complementary and independent support for international students in the major universities in the state, which already have comprehensive support infrastructure. However, many international students are also in smaller institutions, with less internal capacity and hub has an important support function for these students. Study Melbourne initiative not only focuses on international students but also engages with local community and organisations to facilitate their integration, working with employers to facilitate employment of international graduates, including by organising an international student career fair. As part of Study in Melbourne inclusion programme, the initiative has own grants scheme which provides seed funding for various initiatives and activities that promote integration of international students into the local community. Similarly, the StudyPerth International Student Hub, offers space and a range of wellbeing, legal and career support (StudyPerth, 2026[22]). The StudyPerth campaign and hub is financed in part through membership of the universities and other higher education institutions.

Local support centres are also operated by the Centres régionaux des œuvres universitaires et scolaires (CROUS, Regional Centre for University and School Services) in France and Studierendenwerk in Germany. Local branches of CROUS and Studierendenwerk cover one or more higher education institutions, offering various services to all students, domestic and international. They often run dormitories, host canteens, many also provide counselling, advice in applying for various benefits and organise social and cultural activities (CROUS, 2026[23]; Deutsches Studierendenwerk, 2023[24]). These organisations have been created to serve all students but are having increasingly larger role in supporting international students, while not all are equipped to handle it. National association of studierendenwerk has created a Intercultural Competence Service Centre, supported by the funding from the federal government, to support local branches and advocate better support for international students. The centre has been organising language and intercultural trainings, forums and conferences for exchange and publishing materials for staff in local branches to more effectively support international students (Deutsches Studierendenwerk, 2025[25]).

Study progression and completion

International students have higher completion rates than domestic students

Across five comparator countries (no data for Germany), international students tend to have better completion rates (i.e. share of students who complete their study programmes within a set period) than domestic students. Although in most countries (CAN, DEU, England (GBR) and NLD), international students have lower initial progression rates (i.e. share of students who advance to the next year of their studies) or higher dropout rates (i.e. share of students who leave their higher education programmes before completing).

In Australia, the retention rate (i.e. progression rate, share of students who continue in their studies after their first year) within a provider, seems to be about the same for both international and domestic students, at about 82% for students who started in 2023. Although the retention rate was higher for international students in previous years, with a ten-year average of 89% for international students, compared to 82% for domestic students (Department of Education, 2025[26]). In terms of completion, both four and six-year completion rates of bachelor’s students are consistently higher among international students than among domestic students. For students who started in 2021, 42% of domestic students completed their studies by 2024, compared to 71% of international students. For the class commencing in 2019, six years after, in 2024, 63% of domestic students had completed studies compared to 77% of international students (Department of Education, 2025[26]).

In England (United Kingdom), continuation rates (i.e. progression rates, the number of first-time entrants that continue in their studies after their first year) for undergraduate full-time students who started between 2019/20 and 2022/23 were slightly higher for domestic students (89%) than for international students (87%). However, among full-time undergraduate student cohorts starting between 2016/17 and 2019/20, international students have slightly higher completion rates (90%) compared to domestic students (88%) (OfS, 2025[27]).

Similar pattern is seen in Canada, where initial persistence of undergraduate degree students after one year (i.e. progression rate) is slightly higher for domestic students (87% for 2021/22 cohort) compared to international students (84%). The four-year completion rate, for the cohort starting in 2018, was slightly better among international students (48%) than for domestic students (44%). The six-year completion rate, for the cohort starting in 2016, was about the same, with 74% of domestic students completing their studies compared to 73% of international students (Statistics Canada, 2024[28]).

In France, in the cohort starting in 2018/19, 46% of domestic students progressed into the second year of their bachelor’s programme (i.e. progression rate), while 50% of international students did so. For the same cohort, four years later, 45% of domestic students had completed their bachelor-level programme, compared to about 48% of international students (MESR/SIES, 2025[29]).

In the Netherlands, the available data considers dropout rates rather than progression rates. Initial dropout rates, within the first year of study, were significantly larger for international students, with a dropout rate of 17% within the first year, compared to only about 6% of domestic students. Among master’s students, the difference was smaller but still with higher dropout rate among international students, 9% of international and 6% of domestic master’s students. In terms of completion, 60% of domestic university bachelor’s students, cohorts that started between 2011 and 2017, finished their programme within four years, while 65% of international students from EEA countries and 61% of non-EEA international students did so (Inspectorate of Education, 2022[30]).

In Germany, similarly to the Netherlands, data captures dropout rates rather than progression rates. Within their first year of study, 16% of international bachelor’s students who started in 2020 dropped out, while about 13% of domestic students did the same (Netz et al., 2025[31]). Robust data on completion rates are not available for Germany. Where available, retention and completion rates of postgraduate students are generally higher than for undergraduates.

Many students also consider whether to drop out during their studies. In the United Kingdom, about 29% of both international students and domestic students considered withdrawing from their studies at some point (AdvanceHE & HEPI et al., 2025[2]). In Australia about 13% of international students considered early departure from their institution, although about 20% of domestic students did the same (QILT, 2025[32]). In Germany, domestic students are also more likely to consider dropping out of their studies than international students (Kroher et al., 2023[13]).

Dropout factors for international students

Across surveys from Australia, Germany and the United Kingdom, certain cross-cutting factors influencing propensity to dropout emerge (Kroher et al., 2023[13]; AdvanceHE & HEPI et al., 2025[2]; QILT, 2025[32]), all of which are also relevant for many groups of domestic students. The first concern, shared among all students, is financial difficulties. At least in Australia and the United Kingdom, finances appear to be less of a concern for international students than for domestic students. An important consideration is also the level of financial investment and overall commitment made for their studies. For example, the costs of dropping out for international student from EEA country studying in another EEA country tend to be lower than for non-EEA students, because they are paying domestic tuition fees, if any. Furthermore, EEA international students have not gone through a complicated process of obtaining a study visa/permit and they can stay in the country, even if they stop studying. A second common issue is stress and wellbeing, which is also not unique to international students. A third factor, lack of motivation, is especially highlighted in Germany (Pineda et al., 2022[5]), with some concerns in Australia and the United Kingdom that courses were not meeting expectations. Compared to domestic students, international students tend to be more cautious about changing programme or institution, in part because it might impact their study visa/permit (Kroher et al., 2023[13]). A fourth factor is working and caring responsibilities. As explored in Chapter 4, section Working during studies, many international students work to fund their studies, which at times might come into conflict with their study obligations. Furthermore, as international students tend to be more mature, some also have caring responsibilities, which might distract from, or lead to interruptions in, studies. Lastly, other specific challenges felt more acutely by international students in Australia were concerns about career prospects and language skills, the latter one being a relatively minor problem affecting only 6% of international students (QILT, 2025[32]).

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