I first came to the UK as an international student in 1999 for my undergraduate studies.
I have now returned to pursue an EMBA, and have witnessed first-hand the evolution of the policies, the challenges, and the opportunities that shape the international student journey.
A few weeks ago, I spoke about my experiences at a roundtable, convened by the UK Council for International Student Affairs (UKCISA), with policymakers from the Department for Education, Department for Business Trade, and Foreign, Commonwealth and Development Office.
As one of this year’s cohort of UKCISA’s #WeAreInternational Student ambassadors, we shared our stories and priorities for the future of international education in the UK and the upcoming International Education Strategy (IES) refresh. It was an insightful and constructive discussion – one that reinforced the importance of ensuring that student experience remains at the core of the UK’s global education ambitions.
My personal experience, combined with the discussions at the roundtable, highlighted two major areas where change is still urgently needed.
Measurable progress in student experience
One of the most persistent challenges for international students in the UK is post-study employability. While the 2021 IES refresh introduced steps to focus on a positive student experience — such as an enhanced focus on graduate employability — there remains no clear framework to measure success.
Many international students struggle to secure employment in the UK after graduation due to several key barriers:
- Lack of employer awareness of the Graduate Route visa.
- Reluctance from UK businesses to hire international graduates due to perceived sponsorship complexities.
- Limited structured support in connecting international students with UK-based work opportunities.
At the roundtable, I emphasised that without measurable metrics, it is difficult to track whether the policies introduced in the IES are truly making an impact.
The government must work more closely with universities, employers, and industry leaders to create a data-driven approach that tracks employment outcomes for international graduates. A strategy is only effective when progress can be measured and acted upon.
All students should feel welcome
Another critical issue raised during the discussion was the contradictions in messaging when it comes to the UK’s priority country list. The IES identifies key countries – such as India, Indonesia, Saudi Arabia, Vietnam, and Nigeria – as strategic partners in the UK’s international education efforts.
However, this has created confusion among students from non-priority countries, like China, who may feel less welcome despite their long-standing contributions to the UK’s international education sector.
Even more concerning is the policy contradiction for students from priority countries. While the UK has prioritised recruitment from these regions, recent visa policy changes – particularly restrictions on dependants for postgraduate students – send mixed signals.
Many students choose to study abroad with the expectation that their families can accompany them. By making dependant visas more restrictive, the UK risks losing students to competitor destinations like Canada and Australia, which offer more family-friendly visa policies.
This inconsistency in messaging and policy creates uncertainty for prospective students and, if not addressed, could affect the UK’s ability to remain a top destination for international talent.
Certainty for international students
If we want to ensure that the International Education Strategy truly delivers on its ambitions, the upcoming IES update must address these key concerns:
- Introduce clear employability metrics – The government should work with the education and business sectors to track and improve international graduate employment rates in the UK. Employer engagement must be prioritised to ensure businesses understand and utilise post-study work visa routes.
- Ensure policy consistency in student recruitment & immigration – If a country is designated as a priority for recruitment, the immigration policy should support, not hinder, student decision-making. The UK should review visa restrictions for dependants and adopt a more unified approach to attracting and retaining students.
- Maintain an inclusive approach for all international students – The IES should avoid creating perceptions of exclusion for students from countries that are not explicitly listed. China remains one of the UK’s most important international education partners, and engagement should reflect that long-standing relationship.
With the next phase of the International Education Strategy due to be released soon, we have a critical opportunity to ensure that student voices remain central to policy decisions. The roundtable discussion was a positive step – one that showed the government is willing to listen, open to feedback, and ready for constructive criticism.
However, listening alone is not enough. We must ensure that the policy objectives in the refreshed IES truly translate into a better student experience, measurable success in employability, and clear, consistent messaging that welcomes students from around the world.
UKCISA’s #WeAreInternational Student Charter already serves as an excellent tool and framework, not only for universities to enhance the student experience, but as a guide for Government to establish metrics and measurements that address areas that impact international students.
For me, being part of this discussion was a powerful reminder of why advocacy matters. The international student community is a vital part of the UK’s education ecosystem, and we must continue to use our voices to push for meaningful change.
The #WeAreInternational Student Ambassador programme is UKCISA’s student network of global future leaders. An education policy and leadership development scheme that has been running for five years, there are now over 40 ambassadors from around the world in the network. Find out more at UKCISA.org.uk
