The Dispatch
Rising Stars: Non-Traditional Study Destinations Reshaping Global Student Mobility
As the Big Four destinations become less welcoming, international students are looking for new alternatives. But could the pie also be getting bigger, as more students go mobile?
By Gauri Kohli
As the international education landscape evolves, a quiet yet gradual shift in student mobility is underway. Non-traditional study destinations in regions like Eastern Europe Asia, and Africa are emerging as popular alternatives to the long-established choices of the US, the UK, Australia and Canada. These non-traditional destinations are now stepping into the spotlight, driven by a combination of affordability, proactive policies, and untapped opportunities.
In recent years, countries such as Poland, Kazakhstan, Thailand, Ukraine, Kenya, Saudi Arabia and the Philippines have been attracting a significant number of international students.
While the factors influencing this shift vary by country, major reasons for students considering these destinations include lower tuition fees, availability of good education infrastructure, different cultural experiences, scholarships and English-taught programs.
Experts highlight this development as noteworthy. Dr Hans de Witt, Distinguished Fellow and Professor Emeritus of the Practice, Boston College, Center for International Higher Education, tells QS Insights Magazine, “There is a growing trend of international student mobility from the dominant Anglophone and European market to non-traditional destinations. This trend is more from low-income countries towards mid-income countries and countries benefiting from fossil energy in Asia, Central Asia, Central Europe and the Middle East, as well as within the African, Asian and Latin American region.”
““Cost, stringent visa regulations in top destinations like the UK, Australia and Canada and weather are the key reasons for this shift in interest among international students. All programs, especially science and computing are a major attraction drawing students to these regions”
Central and Eastern Europe as popular choices
For instance, Poland’s strategic initiatives, such as offering English-taught programs and relatively low tuition fees, have significantly boosted its appeal. As per data from UNESCO and US-based Institute of International Education (IIE), Poland hosted 105,404 international students in 2024, which is an increase of 22.7 percent since the previous year. Hungary hosted 43,137 students this year while the Philippines registered 24,520 international students last year.
Similarly, Kazakhstan, leveraging its role as a geographical and cultural bridge between Europe and Asia, has invested heavily in higher education infrastructure, offering scholarships and forging partnerships with global universities.
Abel Schumann, Senior Analyst at OECD, underscores the increasing share of students from Asia and Africa in Central and Eastern European nations. “The share of these Asian and African students among international students is clearly increasing in Central and Eastern European countries. For example, the share of Asian students among all international students in Estonia increased from 16 percent in 2013 to 32 percent in 2022 and from 16 percent to 19 percent in Poland. The share of African students is similarly increasing, from 1 percent to 10 percent in Estonia and from 2 percent to 9 percent in Poland,” says Schumann.
Africa’s shift toward regional mobility
Historically seen as a source region for student mobility, Africa is now beginning to shift its role, with countries like Kenya and South Africa building their reputations as education hubs by creating specialised programs and attracting regional talent thereby boosting regional mobility, especially for students seeking education closer to home.
Research from international education organisations has shown that destinations such as Dubai, Turkey and Hungary are increasingly popular among students from Central Asia and Africa, with Turkey focusing its efforts on becoming a hub for African students.
Middle East’s growing influence
Steve Carter, Vice President at QS Apply, says, “Dubai is popular, as is Turkey and Hungary with CIS countries sending most students to these destinations.”
As per research from World Education Services, “a greater diversification of mobility flows toward non-traditional host countries like Turkey or Saudi Arabia is emerging with Turkey making major efforts in recent years to become an international education hub for students from regions such as Africa.”
The number of students from Sub-Saharan Africa (SSA) studying at Turkish universities has surged dramatically, from just a few hundred in the mid-2000s to 22,300 in 2021, with Somalia and Nigeria leading as the top sending countries, according to the UNESCO Institute for Statistics. Similarly, Saudi Arabia has made significant investments in scholarship programs for African students, hosting 9,600 SSA students in 2022, further highlighting the growing influence of non-traditional destinations in global education.
Affordability, accessibility, and opportunities
The reasons for international students opting for these non-traditional destinations are diverse. “Growth in restrictions by the high-income countries such as accommodation, visa, anti-immigration, unwelcoming environment, costs of tuition and living are some key factors. On the other hand, active recruitment policies (including scholarships) and development of transnational education like franchises, articulation programs, binational universities, branch campuses by mid-income countries are important factors too. This applies to most fields, but certain ones like medical education, are in particular notice,” explains Dr de Witt.
Schumann says, “International student mobility is increasing across almost all OECD countries. Some Central and Eastern European countries, such as Poland and Estonia experienced strong increases in the share of international students over the last decade, although often from very low starting points.”
A 2023 report by OECD titled Education At A Glance suggests that many factors at the individual, institutional, national and global levels drive patterns of international student mobility. “These include personal ambitions and aspirations for better employment prospects, a lack of high-quality higher educational institutions at home, the capacity of higher education institutions abroad to attract talent and government policies to encourage cross-border mobility for education. Many countries also operate funding programmes to support inward, outward or return mobility,” says the report.
Students from Asia form the largest group of international students enrolled in OECD tertiary education programs at all levels, accounting for 57 percent of all mobile students in OECD countries in 2021. Despite the impact of the COVID-19 pandemic, the total share of mobile students across the OECD had been stable between 2019 and 2021.
India, a leading sender of students to international destinations over the past several years, has particularly seen a growing interest among its students to opt for countries in Eastern Europe, the Middle East and Central Asia. As per data from India’s Ministry of Education, the number of students going abroad has increased every year since 2022 with nearly 1.33 million students studying abroad in 2024. As many as 25,000 students are studying in the UAE, 9,785 in Kazakhstan, 16,500 in Kyrgyzstan, 9,665 in the Philippines, 4,000 in Poland and 2,510 in Ukraine.
Cost is a significant consideration for many students from developing countries, especially when tuition and living expenses in traditional destinations can be high, even with scholarships. Non-traditional regions, however, offer more affordable pathways. In countries like Poland and Hungary, students can expect lower tuition fees and living costs, making these countries a more viable option for students from regions like Asia, Africa, and the Middle East. For instance, studying in Warsaw or Prague can be far more economical compared to pursuing the same program in cities like London or New York.
“Cost, stringent visa regulations in top destinations like the UK, Australia and Canada and weather are the key reasons for this shift in interest among international students. All programs, especially science and computing are a major attraction drawing students to these regions,” says Carter.
However, the growing popularity of these non-traditional destinations does not reflect a decrease in the interest among international students towards top choices like the US, the UK, Australia and Canada, says Schumann. “While the number of popular destination countries is clearly increasing, I would not describe it as a shift away from traditional destinations, as those are also increasing their share of international students. For example, the share of international students in the UK increased from 17.5 percent in 2013 to 21.6 percent in 2022 and in Australia it increased from 18.0 percent to 23.0 percent. In most countries, STEM fields are disproportionally popular among international students,” he adds.
According to Mirka Martel, Head of Research, Evaluation & Learning, IIE, “The top four hosts of international students — the US, Canada, the UK and Australia — hosted more than 50 percent of all globally mobile students in 2023-24. The US retained its market share as the top host. Institutions are focusing undergraduate outreach efforts on India, Vietnam, China, and South Korea, while graduate recruitment targets India, China, Ghana and Nigeria.”
Challenges of shifting to non-traditional destinations
Despite the growing interest in these non-traditional destinations, challenges remain. Language barriers can be significant, particularly in regions where local languages dominate both the academic and social spheres. Integration into local communities may also prove difficult, as students face cultural differences and often lack robust support networks. These obstacles underscore the need for institutions in these emerging destinations to improve their student services, offering not just academic support but also assistance with language and social integration.
The shift toward these new destinations is also a testament to the broader global dynamics reshaping international education. Geopolitical tensions, restrictive immigration policies, and a rise in nationalist rhetoric in traditional hubs have nudged students to look elsewhere. Meanwhile, the COVID-19 pandemic further accelerated this diversification, as digital platforms and hybrid learning models allowed students to explore education options beyond conventional borders.
The growing shift towards non-traditional study destinations also reflects broader global dynamics reshaping the international education landscape. Geopolitical tensions, restrictive immigration policies and the rise of nationalist rhetoric in traditional hubs have pushed students to look elsewhere for educational opportunities, say experts.
Additionally, the COVID-19 pandemic accelerated this diversification, as digital platforms and hybrid learning models enabled students to explore alternatives outside traditional borders. Dr de Witt notes that while challenges such as political instability, quality concerns, and language barriers exist, the trend of diversifying education options is likely to continue, driven by geopolitical and nationalistic shifts in high-income countries. “One should not ignore the challenges for international students to shift towards these mid-income countries. However, given the geopolitical and nationalist-populist developments in the high-income countries, this trend will, in my view, increase,” adds Dr de Witt.
Elaborating on how this trend is likely to evolve in the next few years, Carter says, “I think we will see increased interest in non-traditional markets due to politics, immigration concerns and the sense that these destinations will gradually become mainstream with less stigma attached.”
The rise of non-traditional study destinations represents more than a mere redistribution of student flows. It signals these regions continue to invest in their educational ecosystems and hold the potential to redefine the global narrative of higher education.