Category: International Students

  • Presidents’ Alliance challenges “unlawful” SEVIS terminations

    Presidents’ Alliance challenges “unlawful” SEVIS terminations

    Their suit argues that the thousands of terminations, which to date have left more than 1,800 students without valid status, are “unlawful” and came “without warning, individualised explanation and an opportunity to respond”.

    The Presidents’ Alliance on Higher Education and Immigration, which advocates for immigrant and international student rights, and several impacted students from institutions such as MIT and Boston University filed the suit in the District Court for the district of Massachusetts yesterday.

    Not only have students been forced out of housing, jobs or their chosen institution mere weeks away from graduation, but the Trump administration’s crackdown on international students has “undermined’ institutions’ being able to “attract, retain, and effectively serve” students from overseas, the group warned.

    The court is asked to find that the policy is unlawful and unconstitutional, reactivate the SEVIS records of affected students, halt the policy while the case is being fought and “vacate all improper SEVIS terminations”.

    President and CEO of the Presidents’ Alliance, Miriam Feldblum, warned that students would be put off from studying in the US because of the “fear and uncertainty diminishing our global competitiveness and reputation”.

    “The unlawful termination of student records without due process strikes at the heart of higher education’s mission. Colleges and universities drive innovation, research, and workforce growth by fostering global talent – but they can’t do that when students’ futures are derailed without explanation,” she said.

    “These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes.” 

    Meanwhile, Sirine Shebaya, executive Director at the National Immigration Project – which is representing the Presidents’ Alliance – blasted the policy vas “not only lawless… [but] cruel” – marking “yet another manifestation of policies that fly in the face of both legal standards and common decency”.

    These actions deter future students from studying here in the US, and hinder campus administrators from carrying out their work by the arbitrary upending of established regulations and processes
    Miriam Feldblum, Presidents’ Alliance

    While the surge in visa revocations was at first thought to mainly affect students who had expressed pro-Palestinian sympathies, international education stakeholders have been left baffled at a growing number being issued at institutions where no such protests had taken place.

    Some students – including one unnamed Boston University graduate represented in the legal case – are reporting that their visas had been taken away due to minor traffic infractions. Others have been left confused after their visas were revoked despite having no criminal history.

    Yet the State Department continues to back the policy.

    “The Trump administration is focused on protecting our nation and our citizens by upholding the highest standards of national security and public safety through our visa process,” a State Department spokesperson told The PIE News this week.  

    “The Department of State will continue to work closely with the Department of Homeland Security to enforce zero tolerance for aliens in the United States who violate US laws, threaten public safety, or in other situations where warranted.” 

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  • The future of IT education: beyond lectures and into the real world

    The future of IT education: beyond lectures and into the real world

    Technology is evolving faster than ever. AI is reshaping entire industries, cybersecurity threats grow more sophisticated by the day, and software engineering is no longer just about coding – it’s about solving real-world problems through innovation.

    That’s why IT education must go beyond code and empower students to create real-world solutions that drive change.

    For too long, many universities have relied on large lecture halls, theoretical coursework, and outdated curricula that struggle to keep pace with technological developments and industry needs. Meanwhile, employers are looking for graduates who think critically, adapt quickly, work hands-on and integrate the latest technology into reshaped businesses.

    The Rise of hands-on IT education: active learning on real-world challenges with expert mentorship

    Gen Z grew up with digital technology. They don’t just want to hear about AI, cybersecurity, and software engineering in a lecture – they want to learn actively, create, test, and innovate with it. The most forward-thinking IT programs today focus on:

    • Active learning and mentorship: Personalised learning in small classes, direct interaction with industry professionals, and collaborative problem-solving are replacing traditional, passive learning models.
    • Industry partnerships: Universities that integrate real-world projects, internships, and company partnerships help students gain experience that translates directly into job opportunities.
    • Agile learning environments: Rapid technological change requires adaptable curricula that evolve alongside industry advancements, rather than relying on fixed, multi-year course structures.
    • Innovation hubs and labs: The best IT programs provide students with access to the newest technologies, collaborative spaces, and the freedom to experiment, fail, and innovate.

    The innovation imperative in IT education

    Innovation isn’t just about new technology – it’s about curiosity and social networks. The world’s biggest breakthroughs come from those who know how to challenge the status quo, think creatively, leverage insights from other disciplines and turn own ideas into reality. Yet, many traditional IT programs still focus on passive learning, where students memorize theories instead of actively tackling and solving problems.

    Gen Z grew up with digital technology. They don’t just want to hear about AI, cybersecurity, and software engineering in a lecture – they want to learn actively, create, test, and innovate with it

    Tomorrow’s tech leaders need more than just knowledge – they need environments where they can experiment, fail, and iterate. That’s why forward-thinking universities are integrating IT meetups, startup incubators, and transdisciplinary collaboration into their ecosystem. Students don’t just work on assignments; they tackle real-world challenges alongside industry mentors.

    These shifts are essential. The coming generation of IT professionals won’t just apply technology; they’ll redefine it.

    The future of IT education: where innovation meets industry

    The next wave of IT education also needs to prepare students to lead in a constantly changing field. This means more interdisciplinary programs where AI, cybersecurity, and software engineering overlap. It means moving beyond tests and grades to portfolios of real-world projects. By partnering with industry leaders, educational institutions ensure a relevant curriculum, aligned with real-world needs.

    Universities that embrace this hands-on, innovation-driven approach will lead the way and shape the next generation of digital leaders.

    A new kind of IT university

    At the Munich University of Digital Technologies (MUDT), we are building an institution that embodies this future – where small classes, hands-on industry projects, and innovation-driven learning come together to create an unparalleled educational experience. Our students won’t just graduate with a degree; they’ll graduate with experience, connections, and the ability to turn ideas into impact.

    The next era of IT education is here. The question is: Are you ready for it?

    About the author: Univ. Prof. Prof.h.c. Dipl.-Ing. Dietmar Wiegand is the Rector of the Munich University of Digital Technologies (MUDT), where he leads the university’s strategic initiatives in advancing digital education. With extensive experience in engineering and management of IT projects, Prof. Wiegand has a strong academic and professional background, having led numerous research and development projects and academic initiatives. His expertise in fostering innovation and sustainability is central to MUDT’s mission to prepare the next generation of digital leaders in an evolving technological landscape.

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  • Three Florida unis harnessing the Hispanic population boom

    Three Florida unis harnessing the Hispanic population boom

    As the face of education continues to undergo a rapid evolution, some institutions in the United States are pioneering innovative approaches to meet the diverse needs of their learners. What sets these institutions apart is their strong ties to established universities in Latin America and Spain, with international accreditations and faculty from around the world.

    These institutions are not only providing world-class education but also addressing unique market needs through distinctive programs and methodologies. This is happening in a big way in Florida – and it’s time to pay attention.

    The Hispanic power in Florida: business, economy, entrepreneurship, and education

    According to the Florida State Hispanic Chamber of Commerce, there are over 604,000 Hispanic-owned businesses in Florida that contribute USD $90 billion to the state’s economy each year. Florida has been ranked the number one US state for entrepreneurship. Combine that with the fact that Florida is the gateway to Latin America and the Caribbean, and you’ve got yourself a state with a promising entrepreneurial spirit.

    Here are the universities that are leading the charge. They’re doing all the right things and it’s time to closely observe

    Miami-Dade County alone is home to over 1,200 multinational companies to have set up their Latin American headquarters in the area. Some 30% of all businesses in the county are run by people of Hispanic descent. This is a massive industry that’s growing at a rapid pace and demands highly educated professionals who can keep up with it all. This is a dynamic, entrepreneurial and young Hispanic community.

    So, what are Florida’s institutions doing differently? They are agile, forward-thinking, and constantly evolving – meeting the needs of Hispanic students in Florida and beyond who want to study at their own pace and in a way that fits their lives.

    Here are the universities that are leading the charge. They’re doing all the right things and it’s time to closely observe.

    1. MIU City University: affordable, flexible, and global

    MIU City University has been around since 2019. Founded by Grupo ProEduca and UNIR in Spain, MIU City University offers online and hybrid programs that cater to busy professionals.

    With programs in cybersecurity, computer science, digital marketing, business intelligence, educational innovation, and others, MIU City University offers affordable certificates and degrees with a proven online model recognised by global rankings. Its global reach with students from over 90 countries makes it the perfect institution for those who want to connect with a worldwide network of professionals.

    What sets MIU City University apart is its focus on practicality. Students are learning the exact skills that today’s employers are looking for, whether it’s in business, tech, or marketing. And with remote work on the rise, these programs make it easier than ever to combine work, study, and life.

    2. CUC University: flexible programs for remote workers who need to study

    CUC University, founded in 2021 by Universidad de la Costa in Colombia, is another institution breaking the mould. They offer online programs designed for students who are working alongside their studies. CUC has designed its courses to be flexible so students can study on their own time with faculty from around the world.

    A good example of its offering are programs in international business administration, marketing, mass media communication, media technology, and entrepreneurship. These programs are designed for working professionals who need to level up. With over 53 years of academic excellence, CUC is the perfect mix of legacy and innovation.

    Its partnerships with private and public organisations help students connect with the right people who are looking for professionals ready to compete in the global marketplace or start their own venture.

    3. Panamerican University: a global business experience

    And then there is Panamerican University, founded in 2022 by Panamerican Business School from Guatemala, already flexing its global muscle. With 25 years of experience and partnerships with over 700 companies across 20 countries, 800 faculty from over the world, it’s offering programs designed to today’s economy.

    It offers programs in business administration, digital marketing, and international and sustainable business, among others. Its students can obtain global certificates in dynamic and multicultural cities like Dubai, Stockholm, Singapore, Madrid, Tokio, and Miami.

    And let’s not forget it’s got over 350,000 alumni who are spread out all over the world, which connects its students with an international network of professionals.

    Why these universities are changing the game

    These institutions have identified gaps and the needs of the non-traditional Hispanic students in Florida; working professionals who are trying to balance career and family, people who need a degree, professional development, continuous learning, and upskilling to keep up in a rapidly changing world.

    They’ve filled those gaps with flexible and practical offers. They’re serving a growing Hispanic student population – both domestic and those from their international biosphere – a segment that is hungry for opportunities to grow. They are partnering with companies, international organisations, governments, providing real-world skills, a worldwide network, and the flexibility to study from anywhere.

    I am impressed by these innovative institutions and their rapid pace of growth. I have just shown three examples, but there are more institutions doing great things that have been here for a while. Some of them are opening new campuses and branches, with in-person, online and hybrid models: Ana G. Méndez University- Puerto Rico, Nexus University; Universidad Mayor Chile, Westfield Business School; Prisma Education Group Colombia, Broward International University; San Ignacio University; USIL Peru, Albizu University; Puerto Rico, GAIA University, Guatemala, to name just a few.  

    These institutions offer flexibility, affordability, global exposure, and a focus on practical skills for today’s workforce. They’re not just educating students; they’re connecting them to a global ecosystem of professionals, alumni, and companies that are ready to hire.

    It’s time to pay attention to what these universities are doing. They’re a novel example that education can be tailored to the needs of the students and the world they’re entering. The future of higher education is here, and it’s fast, flexible, and ready to break all the rules. And it’s so exciting that this is happening here in the Sunshine State.

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  • Coventry given green light to open campus in GIFT City

    Coventry given green light to open campus in GIFT City

    The institution revealed its ambition to open the campus in December, when it launched an Indian hub in New Delhi to support the institute’s admissions, recruitment, and partnerships in the region.

    Approval for the £1 billion expenditure on the campus was announced at the London Stock Exchange on April 9 at the 13th UK-India Economic and Financial Dialogue (EFD).

    GIFT City (Gujarat International Finance Tec-City) is a business district in the Indian state of Gujarat.

    “We are delighted that approval has been given to commence the set-up process for Coventry University GIFT City and know that many students will benefit from the high-quality education we can offer over the years to come,” said John Latham CBE, vice-chancellor of Coventry University and Group.

    Competition among international universities has risen significantly in the region, with more UK universities keen on expanding into GIFT City. In January, The University of Surrey unveiled plans to open a campus in the city, as did Queen’s University Belfast.

    We… know that many students will benefit from the high-quality education we can offer over the years to come
    John Latham, Coventry University

    Coventry’s new India campus is offering postgraduate programs such as international business management and business and finance. The university plans to add further courses in the near future.

    Alison Barrett, director of India at the British Council said: “It emphasises our shared commitment to the internationalisation of education, as highlighted in the National Education Policy 2020. Thousands of students will benefit from the high-quality education that the university can offer in the years to come.”

    The campus building is set open its doors this month.

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  • 5 Strategies to Create Inclusive Learning Environments for International Students – Faculty Focus

    5 Strategies to Create Inclusive Learning Environments for International Students – Faculty Focus

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  • Stakeholders call bluff on anti-OPT bill

    Stakeholders call bluff on anti-OPT bill

    Titled H.R. 2315, the Fairness for High-Skilled Americans Act, the bill was reintroduced by Gosar, who argued that OPT “undercuts American workers” and lets “greedy businesses hire inexpensive foreign labour” without providing benefits.

    “Never authorized by Congress, OPT circumvents the H-1B visa cap set by Congress by allowing over 100,000 aliens admitted into our country on student visas to continue working in the United States for another three years after completing their academic studies,” read a statement by Gosar.

    “The OPT program completely abandons young Americans who have spent years and tens of thousands of dollars pursuing careers in science, technology, engineering, and mathematics only to be pushed out of those fields by cheap foreigners.”

    Though the legislation has been referred to the House Committee on the Judiciary, stakeholders have already shut down any possibility of it passing the US House of Representatives in the future. 

    While proposals like this tend to generate headlines, the likelihood of this bill advancing in Congress is extremely low
    John Evans, Catalyst Gem

    “While proposals like this tend to generate headlines, the likelihood of this bill advancing in Congress is extremely low,” John Evans, co-founder and CEO, Catalyst Gem, a US-based software and services company specialising in international student admissions, told The PIE News

    “The last serious attempt to eliminate OPT came in 2020 and failed in the face of overwhelming bipartisan, legal, and economic opposition. Despite significant political pressure, the program remained fully intact, without any modifications, because of its recognised value to the US economy and workforce development.”

    This isn’t Gosar’s first attempt to target the OPT program. In 2019, he introduced similar legislation and urged its termination through an executive order by President Donald Trump, who was serving his first term at the time.

    Following Gosar’s move, WashTech – a union representing STEM workers – also took legal action, suing the US government over its 1992 rule that established the 12-month OPT program and the 2016 regulation which allows eligible STEM graduates to extend OPT by 24 months.

    But the idea that OPT displaces American workers with international graduates is far from the truth, according to Evans. 

    “As of April 2025, the US had 7.6 million job openings, with high-skill sectors such as tech, healthcare, and engineering facing some of the greatest shortages,” he explained.

    “Looking ahead, the US is projected to create 1.1 million new STEM jobs over the next decade and will need a continued pipeline of talent, including OPT, to support this growth. Failure to meet this demand will weaken the US position in the global economy, particularly if the talent is directed elsewhere.”

    Despite efforts by the Trump administration, which pushed to restrict or eliminate OPT under the direction of then senior advisor to the President, Stephen Miller, the proposed changes were ultimately abandoned due to strong opposition from universities, business leaders, and other key groups.

    Since then, OPT has remained a critical part in international appeal for US education and in 2023, the number of international students participating in the program rose to 242,782 – a 22% jump from the year before. 

    This surge played a significant role in pushing the overall international student population in the country to a record 1.1 million, with OPT participants making up a substantial portion of that total.

    “I don’t see this bill going anywhere as the US needs more highly skilled workers – both American and otherwise to fuel an economy that is moving towards doing more highly skilled work in the US,” stated Mark Kopenski, president and CEO, Global Student Recruitment Advisors, a consultancy firm handling international student recruitment and enrolment strategies for educational institutions. 

    “The (Trump) administration has been bullish on creating paths to permanent residence for highly skilled and educated individuals from around the globe. This will take some time as there is a clearing out of many individuals that have come to the US illegally and without skills, financial resources and abilities that the US desires.”

    According to Kopenski, programs like the “Gold Card Visa” are designed to attract highly skilled talent and noted that some international students in the US have already acquired or are planning to acquire these visas.

    Although programs like the H-1B visa, which allows US employers to temporarily hire international workers in specialised fields, have faced scrutiny during Trump’s second term, the former president has voiced support for granting green cards to international college graduates. 

    However, no legislation has materialised to back this proposal, and instead, international graduates are encountering growing restrictions.

    Since Trump’s inauguration in January this year, hundreds of international students have been detained and seen their visas revoked on US college and university campuses, often without any prior warning. 

    As per reports, over 80 US universities have reported visas being revoked for some of their international students. 

    Last month, US Secretary of State Marco Rubio stated that over 300 student visas had been revoked due to activities deemed “against US national interest.” 

    Experts suggest the revocations may be tied to students’ involvement in pro-Palestine protests or minor legal infractions, such as speeding, with some facing deportation or being asked to leave the country.

    The move has led to condemnation from US educators, who have slammed the “alarming” and “deeply disturbing actions” of the Trump administration. 

    The move could possibly contribute to an already declining interest in studying in the US, as highlighted by a recent survey conducted by StudyPortals. 

    Evans commented: “To rebuild confidence, the US must adopt a more consistent, transparent, and student-centred approach to international admissions and immigration, like the streamlined policies seen in Canada, the UK, and Australia. This effort must be reinforced by public messaging and policies that clearly state: ‘You are welcome here, and your contributions matter.’”

    Meanwhile, Kopenski sees this as short-term declining interest, set to “correct itself as the US strengthens its attractiveness as a destination that provides the ultimate springboard to wealth and prosperity”.

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  • Ireland’s ELE sector slams sharp rise in financial threshold

    Ireland’s ELE sector slams sharp rise in financial threshold

    The national body representing over 60 accredited English language schools has warned the move could lead to mass cancellations, reputational damage to Ireland, and loss of key emerging markets that have helped rebuild the sector post-pandemic.

    Starting from 30 June 2025, students from countries such as Argentina, Brazil, and Mexico will be asked to show €6,665 in available funds to study in Ireland for eight months – a 120% increase on the 2023 threshold of €3,000.

    “This change has come without consultation, justification, or notice. It is difficult to see how a 120% increase in two years can be considered proportionate when the cost of living has risen just 2% annually,” said Lorcan O’Connor Lloyd, CEO of EEI.

    The affected students are legally permitted to work part-time in Ireland, yet are now being required to show financial backing as if they were not, argued O’Connor Lloyd, who said the policy “undermines the entire work-study visa model that Ireland has in place”.

    It is difficult to see how a 120% increase in two years can be considered proportionate when the cost of living has risen just 2% annually
    Lorcan O’Connor Lloyd, English Education Ireland

    Stakeholders have also raised concerns around the short period of notice of just over 90 days, which means that students who have already paid, booked flights, and made arrangements will be forced to find an extra €2,000 or risk losing their place.

    EEI is therefore calling for an immediate pause and review of the policy, a transition period to protect students who have already booked, and a full consultation with the education sector moving forward.

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  • Coalition announces harsher international student caps – Campus Review

    Coalition announces harsher international student caps – Campus Review

    The Coalition has said it would cap international students at 240,000 and triple the visa application fee to $5,000 for those applying to Group of Eight universities to free up room in the rental market.

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  • What next for int’l education after South Korea’s political crisis?

    What next for int’l education after South Korea’s political crisis?

    On April 4, 2025, South Korea’s Constitutional Court upheld the impeachment of President Yoon Suk Yeol, marking a historic conclusion to 122 days of political turmoil triggered by his failed declaration of martial law on December 3, 2024.

    However, the damage sustained during the transitionary period proved irreversible. Massive public protests, legal battles, sharply divided public opinion, and a temporary presidential suspension culminated in Yoon’s permanent removal from office.

    This article examines how the political crisis has disrupted international higher education in South Korea, focusing on five key areas: reputational damage, impact on students from Asia and the Global South, rising xenophobia, heightened student anxiety, and the sidelining of education policy.

    A blow to Korea’s brand

    Before the political crisis of late 2024, Korea had successfully positioned itself as one of Asia’s most attractive destinations for international students, combining strong government support, cultural appeal through the Korea’s soft power, and a reputation for safety and modernity.

    The country’s international student population had surged to over 200,000 by mid-2024, driven by initiatives like the Study Korea 300K strategy and bolstered by perceptions of national stability.

    However, Yoon’s abrupt declaration of martial law and the ensuing constitutional crisis shattered this image. International media coverage of soldiers surrounding parliament and global expressions of concern drew unsettling comparisons to authoritarian eras, eroding the confidence that had fuelled South Korea’s internationalisation drive. While little direct harm came to students, the perception of fragility alone risks deterring future enrolments.

    Disruptions for the global south

    The political crisis affected international students from Asia and the Global South, who make up the vast majority of the country’s foreign enrolment.

    With countries like China, Vietnam, Mongolia, and Uzbekistan sending thousands annually, students were drawn by proximity, affordability, and opportunity – but instead found themselves facing uncertainty, confusion, and fear.

    The brief but shocking declaration of martial law raised urgent concerns about campus safety, academic continuity, and visa stability, prompting embassies and international offices to issue advisories and support measures.

    Although campuses largely remained operational, the prolonged instability created bureaucratic delays, disrupted programs, and heightened anxiety, especially for students from politically sensitive backgrounds. The overall experience tested students’ faith in Korea as a stable destination.

    Polarisation and the rise of xenophobia

    The political crisis intensified domestic polarisation and spilled over into rising xenophobia, particularly targeting Chinese nationals. Fueled by conspiracy theories and nationalist rhetoric, Yoon’s supporters alleged foreign interference in South Korean politics, echoing fringe narratives prevalent among far-right media.

    These claims, amplified by partisan outlets and street rallies, created an atmosphere of suspicion and scapegoating against a narrowly profiled demographic. While many South Koreans rejected these xenophobic narratives, the episode revealed how quickly foreign students can become collateral damage in domestic political conflicts.

    Heightened anxiety and mental health concerns

    Over the past four months, international students in South Korea have faced heightened anxiety as political turmoil compounded the usual challenges of studying abroad. The situation introduced fears ranging from immediate safety during protests to long-term worries about academic continuity, visa stability, and career prospects.

    International students in South Korea have faced heightened anxiety as political turmoil compounded the usual challenges of studying abroad

    Many students, especially those unfamiliar with Korea’s political system or fluent only in limited Korean language, struggled to interpret rapidly unfolding events, and some even began contingency planning in case of campus closures or evacuation.

    Mental health stressors were exacerbated by long-distance concerns from worried families, unfamiliar political polarisation, and rising xenophobia.

    Higher education policy and discourse sidelined

    Most importantly, national discourse on higher education was effectively sidelined as government attention and public debate fixated on the impeachment process.

    While some initiatives, like the IEQAS certification and the Glocal Project, quietly moved forward, they received minimal coverage or engagement. The leadership vacuum and political paralysis delayed or derailed potential reforms, only resulting in many schools’ collective move to raise tuition fees after a 16-year freeze.

    Within universities, students and faculty who might normally advocate for education policy were drawn into the political fray, and civil discourse on educational development disappeared from the national agenda.

    International education standpoint

    From an international education perspective, the crisis tarnishes South Korea’s branding as a rising study destination.

    The martial law incident and subsequent impeachment chaos created precisely the kind of uncertainty that can give students and parents pause. For example, Hong Kong experienced a notable challenge in international student interest after the protest upheavals of 2019/20, as safety and political issues became a concern.

    No expert in this field would overlook the fact that one of the most powerful drivers of human migration is the political and social compatibility between home and host countries. This helps explain why Korea and Japan have become two of the most attractive destinations for international students in Asia.

    Looking ahead: time for rebuilding

    With the Constitutional Court having issued its ruling, the path to restoring its global reputation hinges on reaffirming its commitment to inclusion, transparency, and predictability. The crisis has illuminated how deeply political instability can affect international education and serves as a cautionary example for emerging study destinations: preserving democratic norms and open societies is essential to sustaining trust and long-term progress in the global arena.

    Rebuilding Korea’s global education brand will require more than a return to stability; it will necessitate deliberate reassurances of democratic resilience, institutional integrity, and a sustained commitment to providing a safe, welcoming environment for international students.

    On the bright side, the decision, grounded in constitutional procedure, stands as a testament to the resilience and maturity of Korea’s democratic institutions

    On the bright side, the decision, grounded in constitutional procedure, stands as a testament to the resilience and maturity of Korea’s democratic institutions. Despite the turbulence, the peaceful and lawful resolution of the crisis reaffirms the country’s enduring commitment to the rule of law, institutional checks and balances, and civic accountability.

    For international observers and students alike, this outcome offers a renewed sense of confidence that Korea’s democratic foundations remain robust. As such, it opens the door for a more transparent and inclusive national recovery, one where education, international engagement, and democratic integrity can move forward together.

    All in all, on the heels of the impeachment, restoring confidence in the national system and reviving the momentum of internationalisation and higher education reform must become a central national priority.

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  • A turning point for UK international higher education

    A turning point for UK international higher education

    In 2019, the UK launched its first international education strategy – a landmark effort that set ambitious, cross-government targets for growing our international education footprint. The years since have exposed the fragility of a strategy without a built-in mechanism for review or refresh when buffeted by events. Changing geopolitics, tightening migration strategies and Covid might not individually have been expected, but exposure to global markets will always bring challenges.

    The 2019 roadmap lacked clarity on whether those targets were a floor or a ceiling and what we were to do when they were reached. In their absence, policy drifted. Reactive decisions replaced proactive planning. Universities, caught in the crosswinds of shifting geopolitics and domestic migration debates, have too often been left guessing what the government’s long-term vision really is.

    That’s why the International Higher Education Commission (IHEC) was formed; to fill this strategic vacuum with a coherent, forward-looking, and inclusive vision. Working across sectors – engaging university leaders, student bodies, recruiters, and policymakers – it’s been working on framework for a new UK international higher education strategy rooted in data, tempered by experience, and open to evolution.

    Our personal view is that we need nothing less than a reinvention of how we plan, manage, and grow international higher education; that we must hack a way through the many things we could do, or would like to do, to get to the essential priorities – what we must do – and be brave enough to make difficult decisions. 

    It is clear that the government wishes the sector well, but is not going to put its hand in its pocket any time soon. Our only way forward in the short term, then, is to ask for modest help, which will provide a short-term, concrete return on investment to trade our way out of the immediate difficulties.

    Our personal view is that we need nothing less than a reinvention of how we plan, manage, and grow international higher education

    If we steady the ship, we can in parallel put in place a framework, acknowledging the likely ongoing volatility in geopolitics and global markets, that moves us to a more strategic and sustainable approach in the medium and longer term. This may not be elegant policy making, but it is rooted in the pragmatic reality of the changes necessary to stabilise a system so economically, socially and culturally significant.

    We have shared our personal views in a number of fora over the past two years as IHEC has unfolded and reiterate them here as we anticipate the imminent publication of our final report. It is very timely now, having been delayed initially by the UK general election, in which higher education as a topic failed to appear. Then the focus of almost everyone was on the US election, and that was followed by the significant challenges in the sector that meant that policy suggestions would not have been appropriate. 

    Now, there is a more proactive, forward-looking context to which we hope we can contribute.

    • A living strategy with built-in review and flexibility

      The UK needs a dynamic framework, not a static document.

      Strategies must adapt to shifting global conditions, student preferences, and national needs. A ‘living’ strategy, reviewed regularly, updated transparently, and framed around multiple scenarios, not a single trajectory. Growth must be deliberate, not accidental.

      • Policy certainty and sustainable structures

          Confidence in the UK’s offer depends in part on consistency. The Graduate Route – allowing students to work post-study – has been a cornerstone of our recent successes, but its future must be secured through clearer legal and policy underpinning in the face of continuing threats from a still-changing migration policy context.

          We also need a more sustainable system that doesn’t rely solely on growth from a few key markets, but diversifies and balances recruitment in line with national capacity and ambition.

          • A competitive, student-centred offer

          International students are not just numbers; they’re individuals with aspirations and needs. Better engagement with the ‘student voice’ is critical, as is a re-examination of how we ensure student success as they enter the workforce.

          • Whole-government coherence and accountability

          Too often, policy is siloed across Whitehall. Education may do better than other areas, but there are key departments missing from discourse – the Home Office, the Department for Science, Innovation and Technology, among others – and they are necessary to provide coordinated oversight.

          It’s also vital to reflect regional priorities and the role of devolved nations, Metro Mayors, and local authorities in shaping recruitment and integration strategies.

          • Strategic marketing and market diversification

          The UK concentrates too heavily on a small number of international markets. We must be smarter.

          Study UK does the best it can with the woefully poor levels of investment, but we must invest in data-driven, market-specific campaigns and learn from countries like Australia that tie marketing to outcomes.  

          • Public-private partnership and institutional innovation

          Strategic delivery needs strategic partners. We must deepen collaboration with sector bodies like UKCISA, NISAU and BUILA to create a more integrated system that shares responsibility across institutions, government, and industry. 

          We also need to support the new found enthusiasm for TNE at scale to ensure that the new initiatives are robustly founded, and better data to inform national and institutional decision making.

          • Reframing migration and public narrative

          International students bring huge value to local economies, research, and the cultural fabric of our campuses. Yet in public discourse they too often become collateral in broader immigration debates.

          We must be able to show, and more effectively communicate, that almost all students return home. A confident, positive narrative is essential, based on evidence – not emotion.

          The road ahead

          This is a moment for boldness and clarity. The sector stands at a crossroads. It is under unprecedented threat, but it is also brimming with opportunity. If we get it right, the UK will not only remain a top destination for international students: we will lead globally on how it integrates education with diplomacy, soft power, and innovation.

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