As 2025 draws to a close, global education and international study choices are undergoing a clear and meaningful transformation. Students are no longer guided by prestige alone. Instead, they are approaching overseas education with greater intention, weighing long-term outcomes, employability, affordability and academic relevance alongside destination appeal.
As per Ministry of External Affairs data presented in Parliament, around 18.8 lakh (1.88 million) Indian students were studying abroad across 153 countries in 2025, including both school and higher-education enrolments. Of this, about 12.54 lakh were enrolled in university and tertiary education, while nearly 6.28 lakh were school-level students, tracked separately for the first time. Higher-education mobility had risen steadily from 7.5 lakh in 2022 to 9.3 lakh in 2023 and 13.3 lakh in 2024, but 2025 recorded a slight year-on-year dip, indicating a pause in multi-year growth, largely attributed to visa policy changes, rising costs and shifting global study preferences.
In terms of destinations, Canada remained the leading choice with around 4.27 lakh Indian students, followed by the United States (2.55 lakh), United Arab Emirates (2.53 lakh), United Kingdom (1.73 lakh) and Australia (1.38 lakh), with growing numbers also seen in countries such as Germany, Georgia, Kyrgyzstan and Russia. Despite strong overall mobility, the moderation in higher-education numbers reflects more cautious and strategic decision-making by students. Key Indian states contributing to outbound student mobility include Andhra Pradesh, Punjab, Maharashtra, Gujarat, Delhi, Tamil Nadu, Kerala, Chandigarh, Karnataka and Uttar Pradesh.
Traditional study destinations such as the United States, the United Kingdom, Canada and Australia continue to attract strong interest. At the same time, demand across Europe, the Middle East and parts of Asia is steadily rising, reflecting a more diversified and strategic approach to international mobility. Learners today are actively comparing multiple destinations and pathways, seeking clarity on what each option offers beyond the classroom.
This shift is also visible in subject preferences. There is growing momentum towards programmes that build deep subject knowledge and future-ready academic skills, particularly in areas such as artificial intelligence, engineering, healthcare, cybersecurity and sustainability. Students want qualifications that translate into tangible career opportunities and long-term professional resilience, a trend expected to accelerate into 2026.
Shifts in Student Mobility and Destination Choices
International student mobility in 2025 unfolded amid policy and administrative uncertainty. Two major study-abroad destinations, the United States and Canada, witnessed a sharp decline in international student numbers, while countries such as Australia, the UK and Germany remained comparatively stable.
Against this backdrop, IDP Education observed notable shifts in student behaviour. According to Piyush Kumar, Regional Director for South Asia, Canada and Latin America at IDP Education, 75 per cent of enrolments this year were for postgraduate programmes, underscoring students’ focus on employability and long-term prospects. Women made up more than two-fifths of total enrolments, reflecting growing participation and confidence among female learners.
Looking ahead, Kumar believes the international education landscape in 2026 will remain complex yet optimistic for students who align their destination and course choices with long-term career goals. Destinations are increasingly seeking students who are committed to gaining quality education, and those who plan early, stay informed on policy changes, manage finances carefully and choose programmes aligned with labour-market demand will continue to thrive. Despite external uncertainties, international education still offers unmatched industry exposure, advanced infrastructure, global networks and high-end research opportunities.
The UK’s Recovery and Renewed Focus on Outcomes
After a dip in international student numbers in 2024, the UK higher education sector showed strong signs of recovery in 2025. Universities responded by sharpening their focus on employability and enhancing the overall student experience, restoring confidence in the UK as a leading study destination.
Tadas Lavickas, Head of International Recruitment at the University of Worcester, notes a clear shift towards professional and specialist programmes, particularly in healthcare and teaching. Students increasingly value well-defined qualifications over generic degrees, with employability emerging as a decisive factor. Many programmes now include substantial placement components, making practical learning central to the academic experience. As competition intensifies globally with emerging education hubs across Europe, East Asia and the Middle East, this outcomes-driven approach will be key to delivering value for international students.
Purposeful Choices and Expanding Horizons
At Nottingham Trent University, similar trends are evident. Anna Audhali, Senior Regional Manager, observes that students in 2025 approached higher education with greater clarity and purpose. Interest is emerging from a wider range of Indian cities, and students are exploring newer fields such as psychology, luxury brand management and the creative industries alongside traditional disciplines.
Employability remains a defining priority. Students want academic learning supported by practical exposure, placements and opportunities to build workplace-ready skills. Communication, adaptability and cross-cultural awareness continue to be highly valued by employers, and students are actively seeking environments where these strengths can be developed. This outcomes-driven mindset is expected to grow even stronger in 2026.
Broader Access and Fair Assessment
From an admissions perspective, Meenakshi Kachroo Chatta, Senior Director and Regional Head at College Board for India, South and Central Asia, notes that Indian students are approaching international admissions with much clearer destination and pathway preferences. The United States continues to lead in SAT score sends, while Australia has recorded the fastest year-on-year growth.
Interest among SAT test takers in 2025 remains concentrated in academically rigorous disciplines such as engineering, computer and information sciences, business, biological sciences and mathematics. A significant development for 2026 is the expansion of participation beyond traditional metros into smaller cities and states across India, reflecting deeper awareness, improved preparation and more equitable access.
In an increasingly competitive global admissions environment, assessments like the SAT and AP continue to provide universities with consistent academic benchmarks while enabling students from diverse curricula and regions to demonstrate readiness in a fair and transparent manner.
English Proficiency at the Core of Global Education
Within this evolving landscape, academic English proficiency has taken on even greater importance. As education becomes more global, collaborative and digitally connected, English remains the dominant language of instruction, research and international academic exchange.
Omar Chihane, Global General Manager of TOEFL at ETS, highlights the significance of this for Indian students, one of the world’s largest internationally mobile student populations. According to him, the ability to demonstrate reliable and widely accepted academic English proficiency is no longer optional but essential. Trusted assessments such as the TOEFL iBT provide universities with a consistent and credible measure of a student’s readiness for academic study, while offering students a fair and transparent way to showcase their skills. In an increasingly interconnected global education system, such assessments continue to support access, confidence and integrity in international admissions.
Skills, Employability and the Global Workforce
The emphasis on measurable skills is not limited to higher education alone. Global workforce dynamics in 2025 reinforced a critical reality: employers are looking beyond degrees and job titles to understand what individuals can actually do.
Pushkar Saran, Executive Director – Southeast Asia and South Asia, Institutional Products, TOEIC at ETS, points to findings from the latest ETS Human Progress Report, which show rising global interest in skills verification and lifelong learning as key drivers of progress. Employers and employees alike increasingly recognise that communication and workplace skills are just as vital as technical expertise.
For India, with its young and globally mobile workforce, English proficiency has become a foundational workplace skill. It directly influences collaboration, decision-making and performance in diverse, international teams. Across HR conversations and sectors, the ability to communicate confidently with global partners is now closely tied to talent competitiveness and career mobility.
Looking ahead to 2026, assessments are expected to play a strategic role in workforce planning and talent development. Employers are seeking reliable ways to benchmark capabilities, while professionals are focused on building skills that are observable, verifiable and aligned with evolving roles. Measuring and signalling workplace readiness, especially communication skills, will be central to preparing a workforce for the demands of a connected global economy.
Looking Ahead
As 2025 ends, one message stands out clearly: global education is becoming more intentional, skills-focused and outcomes-driven. Students are choosing destinations, disciplines and institutions with a sharper understanding of how these decisions connect to long-term academic and career success. With English proficiency, employability and fair assessment at the centre of this evolution, 2026 promises a more strategic and purpose-led chapter in international education.
