International Schools

A Big ISC Rehaul… and 50% Off Premium

It’s been a big few months behind the scenes at ISC. We’ve rebuilt the platform, expanded the data, and launched features that genuinely change how international school teachers research schools, cities, and job opportunities. To celebrate, we’re offering 50% off all premium memberships . Use this code at checkout : ISCA50PER Why Now Is the Best Time to Go Premium ISC is no longer just a review site. It’s becoming a powerful research tool built specifically for international educators who want real insight before making big career decisions. The biggest addition is Isca, our new AI assistant. Meet Isca Isca is the newest and most unique feature in the international school space. No other review site or recruitment platform offers anything like it. With premium access, you get unlimited chats with Isca. You can ask about: school culture and leadership salaries, benefits, and savings potential interview experiences common challenges and red flags city lifestyle, cost of living, and travel even whether a school has active job vacancies listed on ISC Isca is built on the knowledge of the ISC community. It has been trained on over 54,800 member-submitted comments, meaning it can give you answers based on real teacher experiences—not marketing material. 54,800+ Real Teacher Comments The strength of ISC has always been the community. We now have over 54,800 comments submitted by international teachers. What makes this especially valuable is depth. Nearly 200 international school profiles now have over 100 comments each. That means you’re not just seeing a snapshot—you’re seeing how schools evolve over time. You can track changes in leadership, shifts in workload, and long-term patterns that would be impossible to understand from a handful of reviews. Compare Schools with Clarity The Compare Schools page lets you evaluate schools side by side: Compare salary, housing, and health benefits See workload, savings potential, and staff morale View key differences instantly in one place Make more confident decisions without second-guessing Find What Matters Faster The Comment Search page helps you get straight to the information you need: Search specific topics across thousands of reviews Quickly find insights on housing, visas, leadership, and workload Skip endless scrolling and go straight to relevant comments Save time while getting deeper, more targeted insights Job Vacancies, Connected to Insight The Job Vacancies page gives you more than just listings: View current job openings on ISC Research schools before applying Use Isca to ask questions about schools that are hiring Get real context on roles, benefits, and experiences New City Pages A new way to research entire cities, not just schools: See all city-related comments in one place (here is the new page for Kuala Lumpur , Shanghai , Bangkok , etc…) Combine insights from multiple schools in the same location Understand the cost of living, lifestyle, and overall experience A Completely New Design ISC has been fully redesigned for a better experience: Faster and smoother navigation Cleaner, more modern layout Optimized for both desktop and mobile Easy to use, whether you’re at home or on the go 50% Off Premium Memberships To mark this upgrade, we’re offering 50% off premium memberships. Use code: ISCA50PER on the subscription page . If you’re serious about choosing the right school, understanding the full offer, and avoiding costly mistakes, ISC Premium gives you a real advantage. Go explore, ask Isca your toughest question, and see what you’ve been missing! Ron Founder, International School Community The post A Big ISC Rehaul… and 50% Off Premium appeared first on International School Community .

9 May 2026

South Korea in post-study visa push amid shift towards quality

South Korea’s Ministry of Justice has adopted eight new visa-related proposals aimed at easing workforce shortages and attracting more international students and professionals, while also launching a broader rethink of the country’s international student visa system. The ministry said the reforms come as South Korea entered the “300,000 international student era”, with official data showing 314,397 international students as of February 2026, Meanwhile, the adopted measures include eased D-4 trainee visa requirements, expanded post-study pathways for overseas graduates and a new “gap year” route for OECD high school graduates. At the same time, the ministry has launched a new public-private consultative body to redesign Korea’s international student visa framework, with final recommendations expected in August ahead of policy discussions in November. The Justice Ministry will continue to listen to voices from the field so that immigration and visa policies can respond to changes in Korea’s industrial and demographic structure and help revitalise local economies Jung Sung-ho, Korean justice minister In its announcement, the ministry acknowledged that previous international student policy had focused too heavily on expanding numbers, with insufficient attention paid to improving student quality and integration outcomes. “Until now, international student policy has focused heavily on expanding scale (300,000 students), while discussion around improving student quality remained insufficient,” the ministry said in a statement translated by The PIE News . The ministry added that the new direction would combine “strategic quality management” with “expanded post-graduation opportunities”, while creating a “growth ladder visa system” allowing international students to move more smoothly from study to employment and long-term settlement in Korea. “The Ministry of Justice will continue to listen to voices from the field so that immigration and visa policies can respond to changes in Korea’s industrial and demographic structure and help revitalise local economies,” said justice minister Jung Sung-ho. The latest reforms come nearly a month after The PIE reported growing concerns around sustainability and post-study outcomes following Korea’s rapid rise in international student numbers. Kyuseok Kim, director of IES Abroad’s Seoul centre, told The PIE that the ministry’s latest measures appeared to reflect a more balanced direction for Korea’s internationalisation strategy. “The ministry’s own documents explicitly acknowledge that Korea’s international student policy has been too focused on reaching 300,000 students, while quality, academic readiness and post-graduation integration have received insufficient attention,” stated Kim. He said some narrower administrative measures could begin this year, particularly pilot or limited reforms, though broader student-related changes would likely move more gradually through the ministry’s ongoing consultation process. “The key checks should include pilot quotas, clear eligibility criteria, labour-market and wage safeguards, institutional accountability, Korean-language and student-support capacity, and transparent publication of outcomes before any expansion,” he added. Kim said the measures were “a step in the right direction” because they begin linking visas more closely to employability, language capacity and post-study outcomes rather than treating international students “only as a numerical enrolment target”. However, he cautioned that structural concerns around over-recruitment and integration still remain.“To address over-recruitment, Korea will need stronger public indicators on retention, completion, language progression, employment outcomes, regional absorptive capacity, student welfare and agency practices,” he said. Jee Suk (Jay) Kang, director of academic relations at Pulley Campus by Freewheelin, said the latest reforms appeared more targeted than previous vocational high school recruitment proposals, with many of the measures applying only to specific cases or institutions. “These eight policy changes are mostly very specific for certain cases,” said Kang, adding that the adopted measures formed only part of a wider set of 20 proposals currently under discussion and that “it might be more interesting to check what those not-selected 12 proposals were”. Among the most notable education-related changes is the easing of work experience and Korean-language requirements for students enrolling in Sura Academy programs, an Agriculture Ministry-backed initiative designed to train international students in Korean cuisine. The ministry has also expanded visa pathways for international graduates by extending professional (E-7) and job-seeking (D-10) visa benefits to graduates from five Education Ministry-certified overseas universities. Meanwhile, high school graduates from OECD countries will be able to spend a “gap year” in Korea under an exchange student visa arrangement. A well-supported gap-year model could convert cultural interest into longer-term educational engagement, including future semester study abroad, degree mobility or graduate study in Korea Kyuseok Kim, director of IES Abroad Kim described the proposal as potentially significant if implemented carefully. “Korea already has strong cultural visibility among younger students, but many in OECD countries do not yet understand Korea as a serious academic destination,” he said. “A well-supported gap-year model could convert cultural interest into longer-term educational engagement, including future semester study abroad, degree mobility or graduate study in Korea.” The wider package of reforms also includes extending Jeju Island’s “workcation” stay period from 30 to 90 days for eligible international nationals and adding mold technicians to occupations eligible for the E-7-3 skilled worker visa in response to manufacturing labour shortages. The post South Korea in post-study visa push amid shift towards quality appeared first on The PIE News .

8 May 2026

From volume to value: rethinking international recruitment strategy

At this year’s International Higher Education Forum (IHEF) , much of the discussion focused on the pressures facing international student recruitment: slowing demand in key markets, rising competition from established and emerging destinations, and a more volatile and politicised policy environment in the UK. But focussing too heavily on external pressures risks hiding solutions that remain within institutions’ control. The more immediate challenge lies closer to home: how universities understand cost, price their offer and define value. The volume illusion For many institutions, the default position has been to push for more volume – more students to meet higher income targets. That instinct increasingly rests on a simple assumption that more students automatically translate into more value. But that assumption is now breaking down. The cost of recruiting international students has risen significantly in recent years: agent commission, marketing spend and in-market operations are all increasing, eroding the margin that additional student volume is supposed to deliver. In some cases, universities are now paying a third or more of total tuition fee income just in commission, before accounting for other recruitment costs, and before the costs of teaching and supporting those students. The result is predictable: net revenue per student is under pressure. In some cases, once costs are fully accounted for, institutions are left with less per international student than they receive from domestic students, a level university leaders already argue is insufficient. So we have reached a point where more volume does not necessarily mean more value. In fact in some cases, institutions are scaling activity that is only marginally profitable – or worse. The problem isn’t recruiters – it’s the system It is important to say that this is not a failure of recruitment teams. If anything, the opposite is true. Many teams are operating under a set of deeply conflicting signals: volume targets that continue to rise; pressure to discount through scholarships to remain competitive; competition on agent commission to secure pipeline; and expectations from senior leadership around margin, quality, diversification and ‘responsible recruitment’. These objectives are not inherently incompatible, but they are rarely aligned in practice. The result is a familiar pattern: a race to the bottom on in-year discounts; a race to the top on commission; and no clear framework for managing the trade-offs between them. The result is a familiar pattern: a race to the bottom on in-year discounts; a race to the top on commission; and no clear framework for managing the trade-offs between them The cost of acquisition problem At the heart of this issue is a more fundamental weakness: a lack of clarity about cost. Across the institutions I have worked with in recent years, three patterns are common: no single, integrated view of cost of acquisition; limited attribution of costs by market or recruitment channel; pricing decisions made without a clear understanding of the underlying cost base. Even where data exists, it is often fragmented across functions: marketing spend that is difficult to link to specific outcomes; uncoordinated scholarship budgets spread across central and academic units; staffing deployed on fixed regional plans; commission structures locked into contracts and only visible after enrolment In short, costs are rarely integrated, coordinated or actively managed. And this has a direct consequence: if you do not understand your cost of acquisition, you do not have a strategy but rather a series of activities. The illusion of pricing complexity If cost is poorly understood, it is unsurprising that pricing is underdeveloped. Despite the apparent complexity of international portfolios, most universities operate with a relatively small number of fee points across hundreds of programs. Yet pricing is still typically set through an annual committee routine: benchmarking against last year’s competitors; applying an inflationary uplift; and rolling that forward across the portfolio. This approach assumes: stable demand, stable competition and consistent perceptions of value. None of which now hold. As a result, pricing is often: weakly linked to demand; disconnected from cost of acquisition; and insufficiently aligned to institutional strategy. In other words, we behave as pricing complex but in practice use it as blunt instrument. The levy as a forcing function The introduction of a levy on international students in England adds a new dimension to this discussion but it does not fundamentally change it. Instead, it makes the issues harder to ignore. By attaching an explicit additional cost to each international student, the levy forces institutions to think more carefully about net revenue after costs. And once institutions start thinking in those terms, the need to align pricing, cost of acquisition and recruitment strategy becomes much more immediate. From volume to value So where does this leave us? The challenges facing international recruitment are real. But responding to them through ever-increasing volume is unlikely to provide a sustainable solution. Instead, institutions need to make a more fundamental shift: from volume-driven recruitment to value-driven strategy. This means: treating cost of acquisition as a core management metric, not a by-product; using pricing deliberately to achieve strategic priorities, not as an annual benchmarking exercise; making explicit trade-offs between volume, margin, diversity and quality; aligning financial, academic and recruitment objectives around a shared definition of value. Without that shift, institutions risk continuing to chase volume in ways that do not deliver value or sustainability. Universities cannot control demand, policy or competition, but they can control how they price, manage cost and define value. The post From volume to value: rethinking international recruitment strategy appeared first on The PIE News .

8 May 2026

Jacqui Smith: UK universities must prove local value

Skills minister warns universities against prioritising cashflow and “bums on seats” over quality as local communities question role of HE Danger of worsening reputation amid current political climate, with anti-immigration Reform party expected to make sweeping gains in local elections Smith vows IHEF to take complaints over lack of transparency from UKVI forward amid high visa refusal rates and upcoming crackdown on university compliance Amid waning public trust in higher education and continued political scrutiny of immigration, universities must do more to communicate their value at the local level, sector leaders have warned. Baroness Smith urged attendees of the International Higher Education Forum ( IHEF ) to demonstrate their anchor position within communities, reach out as good neighbours, and show how they contribute to UK growth both regionally and nationally. “We must be careful that we don’t do things – in parts of the sector – that frankly look as if the priority is money and bums on seats rather than quality, because that undermines the message that this is actually beneficial both internationally and to UK universities.” She added the sector must tell its own story about the “scope, influence and openness” of higher education to mitigate current scepticism, which “if we’re not careful given the political climate, will develop further in the coming years”, she warned. The comments come amid growing global debates about universities’ ‘ social licence ’ – the extent to which they are trusted and perceived as delivering public good. They were made on the eve of England’s local elections, where substantial gains by the right-wing Reform party are being hailed as “historic shifts”. Baroness Smith reiterated the Labour government’s support for the sector, vowing it is a “fundamental part of who we are as a country to have a strong higher education system”. While acknowledging “disagreements” between the sector and government, “we are absolutely partners with you”, she assured delegates. Despite consistently supportive government rhetoric, a stream of recent policy changes seeking to tighten university compliance, shorten post-study work opportunities and reduce overall net migration have increased tensions with the sector. We must be careful that we don’t do things – in parts of the sector – that frankly look as if the priority is money and bums on seats rather than quality Baroness Jacqui Smith, Department of Education Baroness Smith said such measures sought to achieve both Labour’s manifesto commitment of reducing net migration while also maintaining the UK’s globally competitive offer to international students. “The world renown of UK higher education is both a badge of pride and a responsibility for the sector to uphold.” “That, of course, means not allowing lower standards of entry to open a back door route around the immigration system, undermining the legitimacy and scholarship of the vast majority of international students.” She said the incoming international student levy for English universities made a “direct link” between the economic benefit of international students and funding to enable maintenance grants for “our most disadvantaged domestic students”. “There’s no point being internationally and nationally recognised as an enormously important asset if local people cannot access it.” Elsewhere in the conference, conversations were dominated by the forthcoming tightened BCA metrics from the Home Office, which will set new compliance standards for university recruitment, due to be implemented on June 1, 2026. Let me be clear, whether in Europe or further afield, we want the UK’s offer to be globally competitive and also aligned with our immigration and skills priorities Baroness Jacqui Smith, Department of Education Baroness Smith, who is part of the department of education, said she “honestly heard” sector complaints about lack of information sharing and transparency from UKVI, and that the department would also take these onboard. She emphasised the value that both her and Bridget Phillipson, the secretary of state for education, place on international students and the “understanding and relationship building that only comes from that opportunity to live and learn alongside one another the way students can”. “I know the sector worries about whether the whole government shares this view, particularly down the road in the Home Office… let me be clear, whether in Europe or further afield, we want the UK’s offer to be globally competitive and also aligned with our immigration and skills priorities.” The post Jacqui Smith: UK universities must prove local value appeared first on The PIE News .

8 May 2026

Arts University Plymouth: For the designers & makers of tomorrow

8 May 2026

30 years on: advancing ELT standards through Malta’s new monitoring framework

Malta is often perceived as a lifestyle destination. How do you respond to the idea that students come more for the experience than for serious study? This is a perception we are very aware of, and in many ways it is understandable. Malta is an attractive destination, and that is part of its strength. But what is often overlooked is what sits behind that appeal. Malta is not just a place where English is taught. It is one of the very few countries in the world where English language teaching is formally regulated by law. That is a fundamental distinction. In many destinations, quality is driven by voluntary accreditation or market forces. In Malta, it is embedded within a national legislative and regulatory framework. We license schools, regulate teachers, set standards, and monitor the sector as part of our function within the Ministry for Education. So while students may initially be drawn to Malta for its environment, what defines us as a destination is the consistency, structure and accountability behind the learning experience. For those unfamiliar with the ELT Council, how would you describe your role? We are often asked this, precisely because our model is not typical. We are not an accreditation body, and we are not an industry association. The ELT Council forms part of the Ministry for Education, and our role is to regulate the English language teaching sector at a national level. That means we oversee licensing, teacher permits, compliance, standards, and the overall quality of provision across the industry. In essence, we sit across the entire sector. We are responsible not only for ensuring that schools meet the required standards, but also for safeguarding the reputation of Malta as a serious and credible ELT destination. This level of oversight is quite rare internationally, and it allows us to approach quality not as an optional benchmark, but as a shared responsibility across the entire system. What makes Malta’s approach to regulation different from other ELT destinations? This year is particularly significant, as it marks 30 years since Malta enacted the world’s first national legislation regulating English language teaching – an achievement that still shapes the way quality and standards are embedded across the sector. What sets Malta apart is that regulation is not fragmented or optional. It is centralised, legal, and comprehensive. We do not look at quality in isolation. We look at the entire student journey – from teaching and academic systems to student welfare, safeguarding, and the broader experience. With the introduction of our new Monitoring Visits framework, we have strengthened this even further. This is not a traditional inspection model. It is a structured, three-phase process that combines: pre-visit digital evidence, on-site academic and operational verification, and a formal review and reporting stage that drives improvement. We are looking not only at whether systems exist, but whether they are working in practice, in classrooms, in management processes, and in the student experience. It is about moving from compliance as a checklist to quality as something that is lived, observed, and continuously developed. Quality is not something we check at the end of a process; it is a culture that lives within the system, shaping every aspect of the student experience. What was the thinking behind the new Monitoring Visits policy? The Monitoring Visits framework is, in many ways, a reflection of how we see the future of the sector. We wanted to move beyond a static view of quality and towards something more dynamic – something that supports schools while also holding them to clear and consistent standards. The framework allows us to look deeply into key areas such as teaching quality, teacher development, academic administration, learner feedback, student welfare, safeguarding, and even sustainability. It also ensures that this is not a one-off exercise. Each school is reviewed on a regular cycle, and the findings feed directly into ongoing improvement. So the intention is twofold: to verify standards, but also to strengthen them. It creates a level of transparency and consistency that benefits not only the regulator, but the schools, the agents, and most importantly, the students. What message would you like to send to agents, parents and students considering Malta? In an ever-changing world, marked by volatility, shifting educational landscapes and wider geopolitical uncertainty, assurance matters deeply. Agents should not be expected to take risks when deciding where to send students. Parents want the peace of mind that their children will be studying in an environment that is safe, well-regulated and genuinely committed to quality. And learners themselves want more than a pleasant destination. Yes, Malta offers sun, sea and a rich mediterranean experience, but students come here to learn English and that carries profound meaning Yes, Malta offers sun, sea and a rich mediterranean experience, but students come here to learn English and that carries profound meaning. English is often far more than a language. It is the key to university, to career opportunities, to confidence, to mobility, and to a different future. In that sense, students are not simply choosing a course; they are investing in possibility. Because whenever someone chooses Malta, they are placing trust on behalf of their students and that trust should be met with the assurance that the experience is not left to chance, but supported by a system that delivers consistently. About the author: Sue Falzon is the CEO of the ELT Council Malta, a role she has held since 2009, leading the regulation and development of the English language teaching sector nationally. With over 28 years of experience in management, she has built her career across the tourism and education sectors. She holds a Master’s degree in Youth and Community Work and is a warranted psychotherapist, bringing a strong people-centred perspective to her leadership. Passionate about tourism, education and quality, her role allows her to bring these areas together in shaping and strengthening Malta’s ELT sector. The post 30 years on: advancing ELT standards through Malta’s new monitoring framework appeared first on The PIE News .

8 May 2026

Goldsmiths, University of London: Shift your perspective, elevate your career path

At some point, your career stops moving forward on its own, and that’s usually the moment you realise doing more of the same won’t cut it. Whether you’re chasing a promotion, switching industries, or deepening your expertise, the next step demands a different kind of thinking. That’s exactly what a postgraduate degree at Goldsmiths, University of London is built for: putting you in rooms where your assumptions are challenged and your outlook fundamentally shifts. Sharon Huang , Class of 2025, knows that shift firsthand. A graduate of the MA Photography Practice , she describes her postgraduate experience as transformative. “Our weekly group critiques bring diverse perspectives together, with classmates from different cultural backgrounds offering fresh interpretations of photographic elements I hadn’t considered,” she says. “This programme constantly challenges me to think differently and take risks I wouldn’t have dared to before.” That stretch is intentional. Ranked among the top 10 universities in London by The Complete University Guide League Tables 2025, Goldsmiths has built its reputation on a genuinely different approach to higher education – one that becomes even more pronounced at the postgraduate level. Rather than slotting you into a rigid academic framework, Goldsmiths encourages you to draw connections across disciplines, challenge established thinking and develop a view that is distinctly your own. Here, academic rigour and creative inquiry are expected to work together. At Goldsmiths, University of London, you’ll gain employability skills and a creative mindset to stand out in your career. Source: Goldsmiths, University of London That philosophy shows up in how research and practice are integrated into teaching across the institution. Whether you are pursuing postgraduate programmes in arts, media, social sciences, or the humanities, you are pushed to engage critically with your subject from the very start. Programmes are also structured to give students real flexibility, with modules that can be shaped around individual research directions and interests – a quality that Zi Jiao , who studied MA Contemporary Art Theory at Goldsmiths, describes as one of the things she valued most. “The well-curated modules in my degree programme cover a vast range of theoretical fields/clusters, which can be customised to suit our particular research directions and needs,” she says. “Moreover, the materials being examined and discussed in each module are also quite diverse and heterogeneous, which have helped me a great deal in calibrating, perspectivising, and structuring my own research project.” The result, across disciplines, is a learning experience that prepares graduates to contribute to their fields rather. The quality of that offer is reflected in Goldsmiths’ global standing. In the QS World University Rankings by Subject 2026 , four of its subjects rank in the world’s top 50: Communication and Media Studies ranked 18th, Art and Design ranked 26th, and Performing Arts and History of Art also featured in the top 50. Those rankings are backed by research that shapes real conversations. Nearly four-fifths of Goldsmiths’s research has been rated world-leading or internationally excellent by the Research Excellence Framework 2021, meaning the academics teaching you are actively advancing the fields you’re studying. Fernando Pili Jr , an MA Designing Education student, felt that ambition extended to him personally. “Studying at Goldsmiths made me want more as a person and a professional,” he says. “Whatever I have gained as knowledge, skill, or experience here must be taken into the world for humanity.” The postgraduate programmes at Goldsmiths, University of London, inspire boundary-pushing ideas, shaping graduates who lead global sociocultural change. Source: Goldsmiths, University of London Where you study shapes what you take away, and studying in London means you’re studying inside one of the most consequential cities on the planet. London ranks first in the QS Best Student Cities 2025 , a recognition that reflects the sheer density of opportunity available to students there. If you’re studying media, the industry is on your doorstep. If you’re in the arts, you’re surrounded by some of the world’s most active galleries, studios, and commissioning bodies. Social science students find a city of genuine complexity to engage with. Goldsmiths itself sits in New Cross, in southeast London, a neighbourhood with deep creative roots. The energy outside the classroom feeds directly into the conversations inside it. Students arrive from over 130 countries , and that diversity shows up in how ideas are debated and built upon. “The classmates from miscellaneous backgrounds always bring in refreshing ideas and recommendations and strike up stimulating discussions,” Jiao says. “I felt more driven and cogitative each time after a seminar session.” It’s that combination – a city alive with possibility, a campus rooted in creative culture, and a community that pushes you to think differently – that makes the Goldsmiths postgraduate experience genuinely hard to replicate anywhere else. “No matter who you are, where you came from and what your lifestyle is, Goldsmiths and London will be a perfect fit for you,” Pili says. Learn more about Goldsmiths, University of London. Follow Goldsmiths, University of London on Instagram , X , LinkedIn , TikTok , and YouTube

8 May 2026

SOAS University of London: Rethinking law for a changing world

There are many good law schools in the UK. There are even more brilliant minds teaching and advancing the field. But what sets a Master of Laws (LLM) at SOAS University of London apart is its focus on the Global South. Unique and unabashedly so, this is a programme that looks into the legal systems and legal challenges of Asia, Africa and the Middle East in particular. Can the laws of South Asia protect the right to water amid the climate crisis? How are individuals in various parts of the world contesting state narratives through legal means? Do UN Security Council sanctions reflect international law, or merely the interests of the world’s most powerful states? These are the kinds of questions that SOAS researchers and professors are asking. They are urgent and consequential, especially to the most vulnerable communities in the developing world. “The College of Law stands alone in the UK for its distinctive global focus and commitment to preparing future lawyers and scholars to think critically about today’s most urgent challenges,” says Professor Eddie Bruce-Jones , Dean of the College of Law. ” The College of Law at SOAS University of London is the UK’s only law school dedicated to the legal systems of the developing world, with strengths in human rights, international law, environmental law, and trade. Source: SOAS University of London SOAS ranks 17th in the UK for Law and 11th for Academic Reputation nationally in the QS World University Rankings 2026, with its School of Law ranking sixth for both Research Quality and Research Excellence in the Complete University Guide Subject League Tables 2026. Plus, its research output was rated first in the UK in the Research Excellence Framework (REF) 2021. These are respectable rankings that the LLM curriculum lives up to. Courses give a broad, multidimensional understanding of the discipline with one clear goal: preparing students to tackle complex legal challenges across social justice, environmental issues, international law, and beyond. Depending on the modules you choose, you will graduate with a general LLM or follow one of six specialist pathways: Human Rights, Conflict and Justice , Environmental Law and Sustainable Development , International Commercial and Economic Law , International Law , Islamic Law , or Law and Gender . Each pathway is designed to let you forge your own path towards civic impact. You can build a unique skill set tailored to your chosen career and the causes you care most about, drawing from a wide range of courses, including comparative law, international criminal law, law and development, and dispute resolution. These can be combined with optional courses in languages, cultures, arts, humanities, politics, economics, finance, and more. You will then complete the LLM by undertaking a dissertation, developing an extended research project on a topic entirely of your choosing. Earning a degree here is a genuinely bespoke, community-oriented experience – one where you will be an active participant in your education, engaging with the world’s most pressing challenges in real time. Clinical programmes , including a specialised international human rights clinic and an environmental law and justice clinic, lets you work directly with advocacy groups and communities across Asia, Africa, and the Middle East. That immersion extends to the field as well, with all postgraduate students able to take part in Study Tours; this year’s destinations include New Delhi, Lahore, Seoul, Luang Prabang, Almaty, Bishkek, Kigali, Johannesburg, and Doha. The College of Law is SOAS University of London’s largest college and offers unrivalled UK coverage of Asia, Africa, and the Middle East. Source: SOAS University of London Guiding you through it all is a faculty unlike any other. SOAS professors are thought leaders and practising lawyers drawn from many disciplines, many of whom have spent substantial time in the regions the college studies. That lived experience informs their teaching in ways that textbooks simply can’t. Add centres such as the Centre for Development, Environment and Policy , the Centre for Palestine Studies , the Centre for Law in Asia , and the Centre for Islamic and Middle Eastern Law and you get more avenues for specialised research and meaningful networking. Whether the focus is on the nuances of legal systems or the complexities of human societies, the perspectives you will encounter here offer a rare lens for understanding the Global South. Some of those insights will stay with you long after the class ends. Professor Fareda Banda , who has keynoted at the World Bank on their gender policy, Professor Lynn Welchman, who recently served on the UN Commission of Inquiry on Syria, and Dr. Nimer Sultany , a leading expert on Israel’s war on Gaza, are just a few of the luminaries shaping your academic journey. Their influence is felt throughout SOAS. “Studying a Masters of Law at SOAS, you will develop a strong understanding of socio-legal approaches grounded in the Global South, as well as the ability to think differently,” says Professor Emilia Onyema , expert in arbitration at the College of Law. “It will be a truly interdisciplinary and global education that reflects the unique experience of studying at SOAS.” Learn more about the SOAS University of London’s College of Law . Follow SOAS University of London on Facebook , X , Instagram , YouTube , and LinkedIn

8 May 2026

Postgraduate business degrees with worldwide impact

Nokia’s fall and the collapse of traditional retail across Europe tell the same story: if you can’t adapt, you don’t survive. Today’s business environment is shaped by AI and global uncertainty. To stay competitive, you need to think analytically, move quickly, lead well, and work across cultures — skills highlighted by the World Economic Forum 2025 as top priorities for employers. A master’s in business builds that foundation, but the best European programmes go a step further by adding something most can’t: real international experience. Studying in cities like Berlin, Lisbon, Lille, or St. Gallen means learning to navigate different regulations, markets, and ways of doing business. Group projects with multinational cohorts put you in real cross-border decision-making situations, while exchange tracks push you beyond familiar frameworks and ways of thinking. That kind of exposure is what shapes professionals who can operate and make an impact anywhere in the world. The business schools below offer exactly that through their postgraduate programmes: Nova School of Business & Economics master’s programmes combine applied expertise with advanced teaching methods and strong technical foundations. Source: Nova School of Business and Economics Nova School of Business & Economics Nestled in sunny and friendly Lisbon, Portugal, Nova School of Business and Economics (Nova SBE) is one of Europe’s most internationally recognised business schools, committed to developing talent that makes a genuine impact on the world. That recognition is well-earned. Eduniversal ranks both the Master’s in Management and the Master’s in Finance #2 in Europe and Nova SBE holds the Triple Crown accreditation (AACSB, AMBA, EQUIS). As Portugal’s only member of the CEMS Alliance – a global network of 32 top business schools, 70 multinational companies, and seven NGOs – Nova SBE offers business education that cut across countries and continents. That global ambition runs through every aspect of the MSc experience. All programmes – spanning Business Analytics , Economics , Finance , Impact Entrepreneurship and Innovation , International Development and Public Policy , Management , and more – are fully taught in English. With over 70% of master’s students drawn from over 50 countries , the classroom is as international as the careers it prepares students for. Exchange agreements with partner universities across 50+ countries extend that reach further, offering semester-abroad options in Europe, Asia, and the Americas. These are connections that translate into career outcomes. Top recruiters include Accenture, Deloitte, McKinsey, L’Oréal, Microsoft, and Goldman Sachs, all of whom engage directly through career fairs and networking events embedded in the curriculum. This hands-on, practical approach pays off: 100% of graduates secure employment within six months of completing their degree. Life between those milestones unfolds on a campus built for it . Nova SBE’s Carcavelos campus includes a co-working space, food court, healthcare hub, gym, student residence, and a dedicated Alumni Club – all connected to Carcavelos beach via a pedestrian crossing under the coastal road. That lifestyle comes at a price few European capitals can match: students typically spend 775 euros (US$912) on housing, 90 euros (US$105) on food, and 68 euros (US$80) on transport each month. Located in Europe’s startup capital, ESMT Berlin is Germany’s leading international business school, offering degree programmes designed for the future of business. Source: ESMT Berlin/Facebook ESMT Berlin If you’re looking for a business school that fuses academic rigour with real-world impact, ESMT Berlin is worth considering. Founded by 25 global companies , ESMT is Germany’s #1 and Europe’s #12 business school (Financial Times 2025 rankings). Accredited by AACSB, AMBA, and EQUIS – the triple crown – its faculty publishes cutting-edge research while bringing genuine industry experience into the classroom. The school offers three 24-month MSc programmes: Global Management , Innovation and Entrepreneurship , and Analytics & Artificial Intelligence . Each embeds a three-to-six-month internship in the curriculum, giving you hands-on exposure to the European economy before you graduate. If you’re on the Innovation and Entrepreneurship track, you can also opt for the Summer Entrepreneurship Programme instead. The student community reflects that global ambition – 1,048 students from 95 countries, alongside an equally diverse group of faculty and staff. Networking is part of the whole experience: regular visits by companies to campus, plus one-on-one career coaching and skills workshops. Then there’s Berlin itself. Ranked #7 Best Student City in the world by QS in 2026, it’s Europe’s largest startup ecosystem and a central hub for multinational firms. Every year, about half of ESMT students relocate to Berlin from abroad, whether they plan to return home or stay in Europe. Living in Berlin also means being in one of the world’s most culturally rich cities, consistently ranked among the most livable for its history and arts scene. Being in Berlin pays off after graduation, too. Up to 90% of ESMT full-time graduates stay in Germany, and they automatically qualify for an 18-month extension of their residence permit to continue their job search. For over 100 years, EDHEC Business School has trained responsible leaders focused on driving positive change and transforming business practices worldwide. Source: EDHEC/Facebook EDHEC Founded in Lille in 1906, EDHEC Business School was built on humanist values and a deep tie with the business world. That founding spirit still shapes the school today – it ranks among the top 10 business schools in Europe (Financial Times, 2025) and sits within the top four in France, with a student body spanning 110 nationalities , 35% of whom are international. That global mix matches the breadth of the school’s offerings. EDHEC’s seven MSc tracks cover finance, business and management, marketing, sustainability, tech and data, innovation and entrepreneurship, and law. Students on the Master’s in Management (MiM) programme can also earn an MSc in their second year by selecting a specialisation. To go further, EDHEC has established over 300 academic partnerships worldwide, opening the door to exchanges, summer programmes, and double degrees. Those connections extend well into career preparation. The EDHEC Career Centre – ranked #1 in France by the Financial Times MiM ranking – runs over 120 recruiting events each year, linking students with more than 350 companies through recruitment fairs and company treks to Paris, London, and Amsterdam. Every student gets a dedicated career advisor and access to 4,000 volunteer alumni across 22 professional clubs – support that begins in year one and continues long after graduation. Life outside the school is just as practical. EDHEC’s main campuses are in Lille and Nice, and Lille is notably affordable by European standards – students typically budget 700 euros (US$824) to 1,000 euros(US$1,178) per month for rent, food, and transport. The School of Management at the University of St.Gallen is its largest school, offering integrated, holistic education in business administration. Source: University of St.Gallen/Facebook University of St.Gallen Founded in 1898, the University of St.Gallen (HSG) has spent over a century building one of Europe’s most respected business schools. Its School of Management (SoM) is HSG’s largest school, built around an integrated approach that connects management, economics, and real-world application. It’s an approach that works. In 2025, HSG’s Master’s in Strategy and International Management topped the Financial Times MiM Ranking for the 14th time, placing #1 among 137 global programmes. The school also ranked #8 in the FT European Business Schools Ranking – the highest in Switzerland and the DACH region. The SoM offers programmes across every stage of a business career. The lineup includes the flagship Master in Strategy and International Management , Master in Banking and Finance , and Master in Business Innovation , among others. For working professionals, the Full-Time MBA, Executive MBA, and a joint EMBA with ETH Zurich offer flexible routes into senior leadership. Beyond campus, HSG has partnerships with 215 universities worldwide , covering student and lecturer exchanges and other academic collaborations. With that global network comes serious career support. HSG Talents brought together 91 companies and 910 students across 26 events in 2026, while the HSG Career Days drew nearly 6,000 student applications. Individual coaching and CV support run throughout a student’s time at the school — and the results show: 98% of SIM graduates find employment within three months. *Some of the institutions featured in this article are commercial partners of Study International

8 May 2026

Asian Institute of Hospitality Management: From experienced manager to industry leader

Advance your career with AIHM’s Postgraduate Diploma in International Hospitality Management – flexible, industry-driven, and built for real-world leadership.

8 May 2026

The PIEoneer Awards 2026 shortlist revealed

Over the past decade, the awards have become a fixture in the global education calendar, recognising the people and organisations driving innovation, impact and excellence across international education. This year’s finalists span 21 categories, reflecting the breadth of talent and ambition shaping the sector today. A panel of expert judges reviewed entries from across the world, selecting finalists representing some of the best and brightest in international education. Among the categories returning this year is the flagship PIEoneer of the Year award, which celebrates organisations redefining what is possible in global education through transformative initiatives that have moved beyond pilot stage to deliver tangible, sector-wide impact. From pioneering student support initiatives and sector-leading partnerships to standout leadership and transformative sustainability work, the 2026 shortlist captures the creativity and ambition shaping global education today. The full list of finalists can be viewed here . “For a decade, these awards have recognised the ideas, organisations and individuals pushing international education forward,” said Clare Gossage, co-founder and COO of The PIE. The calibre of this year’s finalists is a powerful reminder of the innovation, resilience and excellence that continues to define our sector Clare Gossage, The PIE “The calibre of this year’s finalists is a powerful reminder of the innovation, resilience and excellence that continues to define our sector. Reaching this anniversary makes it even more exciting to celebrate those who are shaping the future of global education,” she added. Known as the “Oscars of international education”, the winners will be announced at the awards ceremony on Friday September 4 at London’s historic Guildhall, where the sector will come together to celebrate a decade of achievement and look ahead to what comes next for the sector. Book your ticket here . The post The PIEoneer Awards 2026 shortlist revealed appeared first on The PIE News .

8 May 2026

She’s the oldest student in her undergraduate degree, here’s what it’s like

At 25, Hope is the oldest student in her undergraduate degree. While her peers started university fresh out of high school or gap years, she arrived after years of detours. “I used to constantly calculate how old I’d be when I graduate,” she says. “It felt huge at the time. Graduating and 27 or 28 sounded so ancient when you’re in your early 20s. Every year, I thought. If I wait one more year, I’ll be even later.” Hope didn’t start university late because she was unsure or unmotivated. Quite the opposite. After finishing high school, she faced serious health issues that led to surgery and years of recovery. Then, just as things stabilised, COVID arrived. The thing is, she could have started university online, but it didn’t make sense — to her at least. “People were paying full tuition and saying that studying online didn’t match the cost,” she says. “That wasn’t the experience I wanted.” So, she worked instead — and kept working. Once you’ve started an adult job, quitting that to pursue an undergraduate degree is scary. Besides, why would you want to leave your source of income? But there was a sense of urgency, mixed with anxiety. Eventually, the question shifted from ‘ when ‘ to ‘ why not’ . “I realised I just had to do it,” Hope admits. “There was no use in thinking about it anymore.” View this post on Instagram A post shared by Hope (@hope_seventeen) Feeling left behind as a 25-year-old pursuing an undergraduate degree Walking into her first lecture, Hope was hyper-aware of one thing: her age. “I felt it a lot at the beginning,” she shares. “Everyone had just graduated from high school, and they were still in that student mindset.” It might seem like a big issue on the outside. But on the inside? It was loud. Impostor syndrome took over her. No one treated her differently. No one noticed anything, but she did. Socially, the gap felt bigger than she expected. People would say, “It’s only a few years difference.” But it really didn’t feel that way. “Making friends was harder,” Hope explains. “You’re just at different stages.” That feeling was even amplified by culture. Hope grew up in Russia, but is ethnically Korean and is now pursuing an undergraduate degree at Ewha Women’s University in South Korea, where age often dictates hierarchy. Asking one’s age isn’t casual; it’s about where each individual in society stands in a friendship or even just as peers. International students don’t really ask about ages, but Korean students do. When classmates found out she was older, it sometimes shifted the dynamic. “At first, it felt really strange,” she says. “It made my age feel…heavier.” In her first semester, insecurity took the lead. “I definitely felt isolated,” she says. “Some of it was even self-inflicted. I help telling myself, ‘They’re younger, we have nothing in common.’ That first year was a lonely one.” The comparison didn’t help. She noticed that younger people seemed so ahead — socially and academically — and started to think she was behind, compared to those her age and younger. Hope even feels it to this day. There’s no perfect way to make the anxiety she has disappear. Redefining your own timeline Hope realised she had to change the way she looked at things. She knew that she couldn’t change her age. “When I look at friends my age, everyone’s doing completely different things,” she says. “Some are working, some are travelling, some are totally lost. There’s no single ‘right’ timeline.” Starting later made her realise that her actions were more intentional. “I know the stakes now,” Hope says. “I take my education seriously — my grades, talking to professors, thinking about what comes next.” She notices the contrast with younger students in undergraduate degrees. “So many freshmen tell me they hate what they’re studying or have no idea why they’re there,” she says. “I’ve already had that phase. I know why I’m here.” Hope hopes that she did life “backwards”. She worked first. She earned money. She saved. She travelled. It was nice, but she still felt like she missed out on the university part of life. Now, she feels more capable of juggling it all. Hope can study, work part-time, and even grow her social media pages. “If I started at 18, I would’ve been a mess,” she admits. In her second year, things started to feel lighter. She made more friends — even ones in more senior years. They’re still younger than she is, but by a year or two, not five. That helps. She’s also becoming something of an accidental role model. “Older students reach out to me all the time, especially those who want to study in South Korea,” she shares. “And I always tell them: go for it.” For Hope, the idea that 25 is “too old” no longer makes sense. There are cons to starting late, but the positives outweigh them so much. She pauses and starts to reflect. “You’re calmer, you enjoy learning more,” Hope says. “ You’re actually present.” And while the feeling of being behind hasn’t completely disappeared, it no longer controls her decisions. “At the end of the day,” she shares. “Time is going to pass. You might as well be doing something you actually want.”

8 May 2026

This undergraduate is here to be brutally honest about the reality of studying in South Korea

For Hope , unlike everyone else, there was only one choice — study in South Korea. Born in Russia to a Korean family, Hope grew up between cultures. When she returned to South Korea with her mother, there was no familiarity. It’s even felt when applying for an undergraduate degree at a Korean university. Hope pays international tuition fees despite her heritage, and she’s lumped together with international students. Nothing wrong with that. She knows she’s one, and she feels like one anyway. That layered identity — ethnically Korean, nationally Russian, legally international — shaped her university experience, so she decided to create content about it. What began as casual YouTube uplands has grown into something far more meaningful: a digital diary turned survival guide for students dreaming of studying in South Korea. “I remember the first time a student came up to me and said, ‘I watch your channel. Your videos helped me a lot,’” Hope shares. “I was blown away. That’s when it felt real.” At first, it was just friends watching. Then strangers. Then a freshman who recognised her on campus. “If I were exposed to the content I’m creating when I was younger, it would have helped me so much,” she reflects. “So I just thought, why not be that person for someone else?” But Hope’s channel isn’t about aesthetic cafe shots or where to eat as an international student in South Korea. It’s built on honesty. And honesty, especially online, can be risky. The fear of ruining one’s dream to study in South Korea There’s a carefully curated fantasy surrounding student life in South Korea. K-dramas. Late-night convenience store runs. K-pop. K-beauty. Chomping down on Korean barbecue. For many international students, the country represents not just education, but aspiration. Hope understands that deeply, because she had it too. “When I first came to Korea, I enjoyed it for a little bit,” she says. “But then, the first impression wears off. And you’re left with reality.” Her first years were far from easy. She found herself constantly flying back and forth between Russia and South Korea, unsure if she could handle staying. It was too hard for her at the time, and she didn’t really enjoy her first couple of years there. Even during her first year of university, Hope struggled to make friends. She recalls a friend from Russia who spent years preparing to study in South Korea. However, on the first day of the semester, the friend broke down crying. Not long after, she returned to Russia for good. “My friend dedicated so much time learning Korean and planning everything,” Hope explains. “She’d never been here before. And from day one, she hated it. The dorms. The staff. Everything. She wasted years trying to come to Korea, and in the end, she didn’t like it. It’s such a common story. But no one talks about it.” That silence is what motivated her to speak up. Because for many students, the fear isn’t just academic failure, but admitting the dream doesn’t exactly match reality. “Everyone thinks, ‘I’ll just come to Korea, and everything will be fine’, but I’ve heard so many — too many — stories of students giving up scholarships and going back home,” she says. “It’s challenging. And I think people deserve to know that.” I agree with Hope. I, too, almost packed up and left South Korea during the first six months of studying there. In fact, I bought a ticket back home just three months into my programme because it was so hard. For Hope, even posting critical content felt risky at first. She remembers a “sticky situation” with her dormitory during freshman year. She understood that she would be guaranteed housing for two semesters. Instead, vague policy wording allowed the dorm to remove students if space ran out. “One day, they just said, ‘You don’t have a room anymore, ’” Hope explains. “I had to figure it out on my own, and I was so angry.” Hope decided to film a video about her experience, but it made her hesitate. Was she being too real? Will she ruin her time at her university for filming this video? But it has happened to so many students, especially international students, so why wouldn’t she talk about it? So, she did . And comments thank her for the “life-saving” video. View this post on Instagram A post shared by Hope (@hope_seventeen) The honest truth and “deserving the full picture” If there’s one myth Hope wants to dismantle, it’s the idea that you can study in South Korea without learning Korean. “It’s 2026, and there are people saying you don’t need Korean to live here,” she says. “It’s false. People hate hearing this. They just want an easy way out. But knowing Korean is essential. Even if your major is in English, your life isn’t.” Beyond language, she talks openly about loneliness , something that’s rarely captured in glossy study-abroad vlogs. “People have friends, yes, but building friendships takes time,” she explains. “And everyone is kind of looking for other friends, too. You don’t want to feel like you’re someone’s only option.” Add heavy course loads and part-time jobs into the mix, and social circles can dissolve between semesters. “If you don’t share classes the following term, you might barely see each other,” she says. “A lot of students feel really lonely, and again, they just don’t talk about it.” Then there’s the work reality. People are very optimistic about finding jobs in Korea, but it’s challenging on a student visa. And after graduation, there’s no guarantee. A company has to sponsor you. It’s a sobering message, even for Hope — but one she believes students need to hear. Hope is also candid about education in South Korea itself. “You don’t really pay for education,” she says. “You pay for status and connections. For the name on your diploma.” That might sound cynical, but she continues, “It’s the truth for most universities. The quality? It’s great or maybe even mediocre sometimes. But the recognition, that’s something people care about.” And yet, despite everything, she doesn’t regret her choice. Hope understands that her decisions are somewhat contradictory, but at the same time, being a student in South Korea can open so many doors. Before enrolling, she felt shut out of certain spaces. Once she became a student, it was like a new door had opened — she met new people, gained access to things, and even raised her social level. Her content now reflects that duality: struggle and opportunity, frustration and growth. What keeps her going are the messages. “When students say they need my honesty — that it helped them prepare — that makes me feel like I should keep doing this,” Hope says. “I don’t like sharing negativity online. Maybe it’s cultural, but when people are risking so much to come here, they deserve the full picture.” If her younger self were watching? “She’d probably say, ‘Upload more often,’” Hope laughs. “But I think she’d be proud.” Because somewhere out there is another student, doom-scrolling the internet with a dream to study in South Korea. They need the truth, and Hope is brave enough to give it.

8 May 2026

52 goles desatan la locura en Copa Talento

La Copa Talento Colegial inició su tercera semana de competencia con una jornada explosiva que dejó un total de 52 goles entre las categorías Sub-12 y Sub-16 masculinas . Los encuentros de la categoría Sub-12 se disputaron en el Eagles Stadium de El Colegio de Panamá , mientras que la acción Sub-16 se trasladó al COS Sports Plaza de Metropark . Sub-12: Goles, goles y más goles Los Spartans del Colegio La Salle arrancaron la jornada con una victoria 3-1 sobre los Legends de la Academia Hebrea . César Aguilera firmó un doblete y Han Yuk NG anotó el otro tanto de los Spartans, mientras que el gol rival llegó mediante un autogol. En el segundo partido, los Dolphins del International School of Panama vencieron 9-1 a los Thunders del Instituto Atenea de Panamá . Andrés Esquivar, Fernando Peregrina, Tomás Saba y Belisario De las Casas marcaron dobletes, mientras que Marcos De Hoz añadió otro tanto. Alessandro Ibarra descontó para los Thunders. View this post on Instagram El tercer duelo terminó en un empate 1-1 entre los Jaguars del Metropolitan School y los Green Panthers del Instituto Panamericano . Adam Farhat anotó para los Jaguars y Abraham Guevara igualó para los Panthers. Los Knights de The Oxford School se impusieron 4-0 sobre los Wolves del Colegio Pureza de María , con goles de Iker Decan, Jorge Cordero, Thiago Urieta y Thiago Alfaro . View this post on Instagram El penúltimo encuentro fue una victoria 7-2 del Instituto Justo Arosemena sobre los Titans del Instituto Alberto Einstein . Fabio Ríos y Franklin Sanjur marcaron dobletes, mientras que Josué Aguilar, Miguel Zambrano y Emmanuel Valdés completaron la goleada. Por los Titans anotaron Adam Turgman y un autogol. La jornada Sub-12 cerró con el triunfo de los Fighting Owls de la Academia Interamericana por 9-0 sobre el Colegio Bilingüe de Panamá . Manuel Arias fue la gran figura con cuatro goles , mientras que Fernando Roy marcó dos. Thiago El Eyssami, Mateo Tapia y Juan Dutari también se sumaron a la fiesta ofensiva con uno cada uno. View this post on Instagram Sub-16: Drama, goleadas y triunfos sólidos La cartelera Sub-16 estuvo compuesta por tres partidos disputados en el COS Sports Plaza de Metropark . El primer encuentro fue un duelo sumamente intenso entre los Legends de la Academia Hebrea y los Lions del Colegio Real , en un partido cargado de emociones y goles. Eduardo Dar abrió el marcador al minuto 6 y Joaquín Mora anotó al 27 para los Lions. Sin embargo, Tomy Khafif y Víctor Hanono empataron las acciones dos veces antes de que Saúl Azrak anotara el gol del triunfo en el segundo minuto de reposición . View this post on Instagram El segundo choque produjo la victoria 7-0 del Instituto Rubiano sobre los Hawks del Magen David Academy . Kevin Atencio lideró la ofensiva con un triplete , mientras que Juan Pineda aportó un doblete. Emanuel Mendoza y Julio Ibarguen completaron el marcador. View this post on Instagram El cierre de la jornada Sub-16 dejó el triunfo 2-0 de los Jaguars del Metropolitan School sobre los Dolphins del International School of Panama . Javier Bru , al minuto 37, y Tarek Waked , al 44, marcaron los goles del encuentro. View this post on Instagram Se viene un fin de semana cargado de acción La tercera semana de la Copa Talento Colegial continuará este fin de semana con una cartelera de 33 partidos , distribuidos entre sábado y domingo, en las categorías Sub-8, Sub-12 y Sub-16 . Ambas jornadas se disputarán en el Eagles Stadium de El Colegio de Panamá , en otro fin de semana que promete una gran dosis de fútbol colegial.

7 May 2026

Survey finds “growing pressure” on youth group travel to UK this year

Findings from a February-March 2026 pulse survey conducted by the British Educational Travel Association (BETA) highlight “growing pressure” on inbound youth travel to the UK this year. The survey gathered responses from 211 international buyers and agents responsible for organising youth group travel to the UK, including school groups, educational tours, and language programmes. Just over half (54%) of the responding buyers and agents were located in Europe, with the balance based in non-European “long-haul markets”. Half of the respondents reported that demand for group travel to the UK is weaker than in 2025, with a similar proportion (56%) indicating that the UK is now harder to sell than in the past. Nearly four in ten (37%) expect bookings to decline in 2026 with only 12% reporting stronger demand relative to 2025. “While demand has not disappeared,” BETA adds, “the data suggests that conversion is being constrained by a combination of cost pressures and access barriers.” The respondents referred to rising accommodation, transport, and programme fees in particular, alongside less favourable exchange rates against the British pound. They noted as well the increased administrative burden for schools and group travel organisers, particularly the friction introduced by requirements for visas, electronic travel authorisations (ETAs), and passports in the post-Brexit marketplace. “Teachers are filling in tons of lists and doing too much paperwork,” said one respondent. ““Organising school trips is becoming more time-consuming and complex than it needs to be,” added another. At the same time, competition is increasing from other destinations in Europe where, in the words of one survey participant, “EU competitors are much cheaper with less strict entry requirements.” “We are losing groups to destinations that are easier to access and more affordable,” echoed another travel buyer. Finally, the survey also observed an apparent impact from world events. As BETA explains, “Among responses received before late February, 45% reported weaker demand for 2026. This rose to 55% among those responding after the escalation of geopolitical tensions, indicating a clear impact on confidence and booking behaviour.” The key factors affecting inbound youth group travel bookings to the UK in 2026. Source: BETA The survey results also point to levers that would boost the UK’s attractiveness for international youth travel: greater price certainty or improved affordability for group bookings and especially streamlined visa and entry processes and a reduced administrative burden generally. “What this data shows very clearly is that demand for the UK is still there, but it is becoming harder to convert that demand into bookings,” said BETA Executive Director Emma English. “International partners are telling us they are facing increasing challenges around cost, complexity and confidence.” “This is a highly organised, group-based market, and small changes in policy or process can have a significant impact on whether a trip goes ahead or not. If we want to remain competitive internationally, we need to ensure the UK is as accessible, affordable and easy to navigate as possible for schools, students and the organisations that support them.” The significance of that outlook is underscored by ongoing reporting from English UK, which makes it very clear that youth group travel plays a significant role in the ELT sector. In the most recent full-year reporting (2024), junior students accounted for 62% of English language course enrolments in the UK, and 33% of all student weeks. For additional background, please see: “ UK ELT reports challenging enrolment trends continued through last quarter of 2025 “ “ Economic impact of UK ELT estimated at nearly £2 billion “ “ UK ELT reports a decline in student weeks for 2024 “ The post Survey finds “growing pressure” on youth group travel to UK this year appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

Malta: Non-EU students keeping ELT weeks stable in the face of falling enrolment from Europe

Data from Malta’s National Statistics Office shows that the characteristics of Malta’s English Language Teaching (ELT) sector are evolving. The number of students coming from top European markets including Italy, France, and Spain is declining, but several non-European markets are helping to mitigate this trend. European students make up the largest share of all ELT learners in Malta (72%). Modest uptick in student weeks but numbers are down In 2025, total student weeks in Malta increased to 262,255, up +2.1% compared with 2024 levels. This is the second-highest level of weeks for the country’s 34 licensed ELT schools, and weeks are +9.6% higher than they were pre-pandemic in 2019. Also up was the average length of stay: 3.4 weeks. This is a significant increase from 2.8% in 2019. However, schools hosted -6% fewer students in 2025 compared with 2024, and the decline is -10% since 2019. In total, there were 76,065 ELT students in Malta in 2025, a decline of 5,000 students from 2024. Total student numbers and student weeks in Malta’s ELT sector, 2024 and 2025. Source: National Statistics Office Of the students enrolled in 2025, 29% were under the age of 15, while 21% were 16 to 17 years of age. The 50+ age bracket was the only one to grow (+8.3% on 2024). Malta is particularly popular among women, who account for nearly two-thirds of all learners (63%). Regional trends Given that weeks and average stay are up, and student numbers are down, there is a trend of students choosing longer courses versus shorter ones. This is because of the mix of student nationalities: Malta is becoming more popular in non-EU markets such as Brazil, Türkiye, and China. Because students from outside of Europe have to travel farther to get to Malta, they often stay for longer than EU students. Non-EU numbers increased slightly from 21,125 to 21,430, while EU numbers dropped from 59,820 to 54,635. Malta experienced notable year-over-year losses in students from its top market in Europe: Italy (-13.2%). This is significant given that Italians send so many more students to Malta than other countries do; they represent almost a quarter (23%) of all students. In 2025, there were 17,525 Italians in ELT courses, a slip from 20,180 the year before. Student numbers and student weeks from top sending markets for Malta’s ELT sector, 2025. Source: National Statistics Office Non-European countries send fewer students than European countries, but non-EU students contribute a large proportion of weeks. Here, a worrisome sign was that Colombians spent -10.3% fewer weeks in Malta in 2025 (32,780) than in 2024. However, Brazil and France were up in weeks by +15.1% and +7.9%, respectively, helping to mitigate the drop from Colombia. Top contributors of student weeks to Malta’s ELT schools in 2025 Source: National Statistics Office Students who stayed the longest in 2025 were Colombians, Chileans, and South Koreans (whose average stay was 12.1 weeks, 11.9 weeks, and 8.6 weeks, respectively). A new challenge ahead Malta’s ELT sector will soon feel the effect of two major EU border systems: the Entry/Exit System (EES), which launched last month, and the European Travel Information and Authorisation System (ETIAS) that is expected to become operational in Q4 2026. ETIAS explains on its website how this will affect non-EU students considering Malta for ELT: “EU nationals sit outside the scope of both systems … the new rules will bite on the non-EU learners who are currently propping up Malta’s weeks total. Students from Colombia, Brazil, Türkiye, Switzerland, China, and South Korea will face biometric registration on every entry and exit under EES. Most of these nationalities also fall within the 59 visa-exempt countries that will need an ETIAS authorisation from late 2026.” ETIAS offers this advice to Malta’s schools and agents: “Agents and schools will need to brief non-EU students, particularly older learners unfamiliar with online applications, about the €20 ETIAS fee and processing windows that can stretch to 30 days for applicants called to interview.” For additional background, please see: “ Student weeks for Malta’s ELT sector surpassed pre-pandemic levels in 2023 ” “ Non-EU markets boosting recovery of Malta’s English language training sector ” The post Malta: Non-EU students keeping ELT weeks stable in the face of falling enrolment from Europe appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

UK to rejoin Erasmus+ in 2027

The UK will rejoin the Erasmus+ mobility programme in 2027 for an initial one-year term. This will end the country’s six-year absence in the programme that was prompted by Brexit in 2021. Erasmus+ is the EU’s main programme for encouraging training across Europe in the areas of education, training, youth, and sport. The initiative is thriving , with its 2021–27 budget (€26.2 billion) nearly double what it was in the 2014–20 period. The number of learners taking advantage of Erasmus+ has also nearly doubled from 2014. Erasmus+ says that the 2021-27 budget “will fund learning mobility experiences for roughly 1,275,000 participants and support more than 100,000 organisations across all sectors.” In a 15 April press release , the UK government reassured the public that it “secured a 30% discount on the default contribution rate, delivering a fair deal for taxpayers while guaranteeing full participation in the programme.” The expectation is that “100,000 people [will] benefit in the first year alone, including apprentices on placements in leading European companies, school groups taking part in cultural exchanges, and organisations collaborating on new cross-border initiatives.” European Commission President, Ursula von der Leyen, welcomed the news: “Europe and the UK have enjoyed mutually beneficial educational ties for centuries. Strengthening those ties further makes perfect sense on both sides – for our students, teachers, educational systems, economies and societies as a whole. I look forward to seeing the immense potential of this development being realised as soon as possible.” British Council will lead the UK’s participation The government has chosen the British Council to be the National Agency for Erasmus+ in the UK, and this will be finalised later this year by the European Commission Scott McDonald, Chief Executive of the British Council, offered a quote for the announcement: “As the National Agency for Erasmus+, the British Council will work closely with the Department for Education, the Devolved Governments and the European Commission to make the most of the opportunities of the programme for the UK.” Jamie Arrowsmith, Director of Universities UK International, spoke on behalf of his organisation: “Universities UK International (UUKi) is delighted that the UK and EU governments have finalised the agreement which enables the UK to participate in Erasmus+ in 2027, and we welcome the appointment of the British Council as the UK’s National Agency for Erasmus+.” Rapprochement with Europe Joining Erasmus+ is one of many signals that the UK government is prioritising closer ties with Europe amid pronounced geopolitical shifts and as the damaging effects of Brexit on the economy become more and more apparent. The press release states that as a result of rejoining the mobility programme, “UK institutions and communities will also once again welcome EU participants and the skills, diversity and culture they bring.” Research for the National Bureau of Economic Research has found that over the course of a decade, ending in 2025: UK GDP per capita was 6–8% lower than it would have been without Brexit; Investment was 12–18% lower; Employment was 3–4% lower Productivity was 3–4% lower The Brexit government led by Boris Johnson had predicted there would be short-term losses from the departure from Europe. However, the research found that it considerably underestimated the long-term, ongoing losses. The first UK-EU Summit happened in May of 2025, and it resulted in UK/EU agreements on food and drink, energy, emissions trading, security, and defence. The press release’s working on the summit’s results reflect the current Starmer government’s belief in UK/European cooperation: “[The agreements] are helping to make people across the UK safer, more secure, and more prosperous.” Speaking to BBC Radio 5 Live in April, Prime Minister Starmer said: “We’re in a world where there’s massive conflict, great uncertainty, and I strongly believe the UK’s best interests are in a stronger, closer relationship with Europe.” For additional background, please see: “ British Council says student recruitment to UK higher education will get a boost this year from South Asia and the ‘Trump effect’ “ The post UK to rejoin Erasmus+ in 2027 appeared first on ICEF Monitor - Market intelligence for international student recruitment .

7 May 2026

US: Duration of status elimination moves to final review

The Department of Homeland Security (DHS) submitted the final rule to the Office of Management and Budget (OMB) on May 5, with clearance anticipated imminently. “We expect OMB’s review to be expeditious and for the rule to be published in the Federal Register in the not-too-distant future,” NAFSA CEO Fanta Aw said on social media. Though its contents will not be known until its release on the Federal Register, in its proposed form , the rule would eliminate the longstanding policy of admitting international students into the US for the duration of their visa. According to NAFSA, the final regulation is likely to retain “most if not all” of the changes included in the proposed rule. These would limit international students to a four-year stay period in the US before having to apply for a visa extension – incurring financial costs for students and extra administrative burdens for both students and USCIS. Experts have raised concerns about the impact of the policy on students taking dual degree programs, medical training and PhDs that are longer than four years. They highlight that many bachelor’s students routinely take longer than four-years to complete their course of study in the US, and that students wishing to participate in Optional Practical Training (OPT) would also be required to file for an extension under the new policy. We expect OMB’s review to be expeditious Fanta Aw, NAFSA Additionally, the rule would prohibit graduate students from transferring between schools or programs at any stage, and undergraduate students from doing so during the first year of their degree. It also stops F-1 students from taking a second degree at the same or lower education level after completing a program of study and shortens the grace period from 60 to 30 days, among other changes. After OMB clearance, the final rule will go into effect 60 days after publication in the Federal Register. Sector leaders have warned institutions about considerable workload increases when the rule drops. What’s more, they raised concerns about the policy causing more visa adjudication backlogs and student uncertainty, further dampening America’s appeal as a study destination, which saw a 17% drop in new international enrolments last year. For it’s part, the government has framed the changes as a means of enhancing immigration oversight and protecting national security by collecting nonimmigrant information. The DHS proposal also included new restrictions on the maximum stay of J-1 exchange visitor visa holders and members of foreign media on I visas. The post US: Duration of status elimination moves to final review appeared first on The PIE News .

7 May 2026

Acumen invests in ScrapUncle to bring transparency and dignity to India’s recycling economy

Acumen has invested in ScrapUncle (Swapeco Solutions Private Limited), an India-based waste management company that enables households and businesses to responsibly dispose of recyclable materials including e-waste through on-demand collection, while building a more transparent and inclusive recycling value chain. India generates an estimated 3.8 million metric tons of e-waste annually, much of which flows through an informal system characterized by limited traceability, unsafe working conditions, and inconsistent income for workers. Young migrant workers—many from low-income rural households—often rely on informal scrap collection or other hazardous labor, facing income volatility, stigma, and exposure to unsafe environments. ScrapUncle addresses these challenges by formalizing scrap collection at the household level. Its platform enables customers to schedule on-demand pickups with transparent pricing and weight verification, while ensuring that materials are properly segregated and routed to verified recyclers. For collection partners and warehouse workers, the company provides consistent income, safer working conditions, and opportunities for upskilling—transforming an informal sector into a pathway for dignified employment. Since its founding, ScrapUncle has served nearly 100,000 households, with many returning to the platform for repeat pickups. As the company reduces intermediaries and improves traceability, recyclers gain more consistent access to higher-quality materials—making the entire value chain more efficient. “Our ambition has always been to build the next e-commerce opportunity for recyclables, reimagining the model as C2B instead of B2C. With Acumen’s support, we’re working to organize the recycling supply chain at scale and make responsible disposal simple and accessible for households across India.” Mukul Chhabra, Founder of ScrapUncle Acumen’s investment will support ScrapUncle’s expansion into new cities, strengthen its technology platform, and enable the development of downstream processing capabilities for e-waste. “ScrapUncle is organizing a part of the recycling system that has historically been fragmented and overlooked,” said Paraag Sabhlok, Investment Director at Acumen India. “That shift not only improves traceability for recyclers, it creates more stable and dignified livelihoods for workers at the front lines of the value chain.” In addition to a multi-city expansion, ScrapUncle aims to deepen its presence in the e-waste value chain and create dignified livelihoods for more than 1,000 collectors in the next phase. As the company grows, it is positioned to demonstrate how technology and operational rigor can transform one of India’s most fragmented industries into a more equitable and sustainable system. Share Share on Facebook Share on X/Twitter Share on LinkedIn Share on Pintrest Share via Email More from our Knowledge Hub Investment Announcements West Africa Acumen invests in Pullus to expand fair poultry markets for smallholder farmers in Nigeria Investment supports a women-led agribusiness building a more reliable poultry supply chain. Read more Investment Announcements Acumen invests in Instollar to power solar jobs and energy access in Nigeria Read more Investment Announcements Acumen invests in Mountain Harvest to support specialty coffee and farmer incomes in Uganda Read more Investment Announcements Acumen invests in Omia to unlock agricultural markets for displaced farmers in Northern Uganda Read more Read more The post Acumen invests in ScrapUncle to bring transparency and dignity to India’s recycling economy appeared first on Acumen .

7 May 2026

Out-galloping the four horsemen of higher education

Universities are facing four modern horsemen of the apocalypse. Technology, geopolitics, job market disruption and changing student values mean it is no longer business as usual. But while things look gloomy, we must remember that over many centuries, universities have remained relevant across huge social upheavals through adaptation and innovation. These are the challenges universities are currently facing – and some potential solutions. Horseman one: the integrity gap Unlike legacy tech, generative AI didn’t enter the academy through the front door. There was no procurement committee, no barrier to entry, and no adjustment period. It arrived fully formed, instantly accessible, and able to simulate critical and creative thinking, produce acceptable essays and analyses , and even write and review journal submissions. In some universities, teaching materials have even been delivered by AI. So within that context, consider two graduates – one who’s mastered the subject, and the other who has used ChatGPT to complete everything. They currently leave with the same qualification. Why would an employer trust that either one knows their subject? If a degree is no guarantee of learning or critical thinking, then we have an existential crisis on our hands This integrity gap is widening, and students and teachers are demoralised. Research must reflect scholarship. Universities must be able to assert the validity of their assessment practices through project-based learning, oral defence and simulators – keeping coursework and essays within a more controlled system. Because if a degree is no guarantee of learning or critical thinking, then we have an existential crisis on our hands. Horseman two: politics and migration The international admissions system is wholly dependent on a politically unstable pipeline. Student migration is shifting away from the big four: Canada lost 60% of international admissions in 2025. The US lost 17% of overall enrolments in the US , according to recent Open Doors data, and this was caused by visa delays or rejections . Regional hubs in Europe and East and Southeast Asia are benefiting. China, for example, is changing TNE policies, aiming to increase enrolment from 800,000 to 8 million . The message is clear: no matter how much we self-congratulate, the anglophone West does not have a monopoly on decent education. Where one student goes, others will follow. These new migration streams will become rivers. Universities that depend on inbound mobility to the US, Canada, UK and Australia are exposed to shrinking international intakes. Institutions adapting to new outward or partnership-based models are less so. But simply transporting the old operating system overseas is a missed opportunity. TNE should be a hub for innovation on foreign soil – tapping into the essence of what you do, but in a way that reflects the cultural, technological and long-term needs of the local community. Horseman three: the outdated degree The rigid, linear model of “learn, graduate, work” is being dismantled by the new job market: skill cycles are now shorter than the degrees designed to teach them. Universities must move beyond the idea that education ends at graduation and start prioritising lifelong learning. Today, 49% learning and talent development professionals see a skills crisis and are concerned that ‘employees do not have the right skills to execute our business strategy’. However, corporate-sponsored microcredentials do hold water with employers . The next growth model may be subscription-based lifelong learning ecosystems. Accredited continued professional development keeps students in the system and can add to, rather than dilute, the value of the degree. This can support both alumni and the businesses that employ them. When students and alumni have access to upgradable skills, purpose and career progression, their university will accompany them for the rest of their careers. Horseman four: purpose over prestige Gen Z and Alpha want careers that are adaptive, mission-driven, industry-agnostic, and not tied to a single employer or skillset. Students aren’t selecting schools to power their careers anymore – only 6% say their main goal is to reach a leadership position . What’s more, 89% of Gen Z ‘consider a sense of purpose to be important to their job satisfaction and well-being’. This generational shift is not being reflected in positioning or course design. By pairing up purpose with outcomes, however, universities will start aligning more tightly with these emerging values. It’s time to invest in qualitative market research that delves into understanding what Gen Z and Gen Alpha want out of life. That leads to a future in which universities are seen as a place of purpose and a centre of meaning, rather than a place to become indebted. Why the long face? The horsemen of the apocalypse are agents of judgement, but they can be averted. If the industry can pull together, we’ll see a future where we deliver meaningful degrees that don’t rely on industrial-age assessment practices. We’ll be able to connect students and alumni to lifelong learning, purpose and career progression in a volatile job market. We’ll see outcomes that have meaning for students, and the sound of hoofbeats will fade away. The post Out-galloping the four horsemen of higher education appeared first on The PIE News .

7 May 2026

Who’s in the room? Inside the new Education Sector Action Group

At The PIE Live Europe 2026 in March, Sir Steve Smith revealed the Home Office and Cabinet Office will be members of ESAG, the ministerially led committee that will formulate action plans to deliver the UK’s international education strategy . Now, the government has released the full list of core members, along with further advisory members. ESAG brings together government, industry and representatives from across the education sector to address key challenges and identify partnership opportunities. The sector will play a central role in delivering the strategy through action plans, set to be developed and published within the first 100 days of the group’s inaugural meeting, which took place in April. Core members will attend all ESAG meetings and lead the development of sector action plans within the first 100 days of the inaugural ESAG meeting, in collaboration with advisers. Advisers attend subgroup meetings organised by the core membership and deliver delegated elements of the sector action plans. The core ESAG members are: Chair, UK Skills Partnership Chief executive, Early Years Alliance Chief executive, National Association for Special Educational Needs (NASEN) Director, Universities UK International (UUKi) Deputy director general, British Educational Suppliers Association (BESA) Chief executive, English UK CEO, Independent Schools Council (ISC) ESAG members taking an advisory role are: Association of British Schools Overseas (AoBSO) Association of School and College Leaders (ASCL) British Association of Independent Schools with International Students (BAISIS) British Council British Education Travel Association (BETA) Cambridge University Press Assessment (CUPA) Council of British International Schools (COBIS) ECCTIS IDP Independent Higher Education Pearson Quality Assurance Agency Study Group/Destination for Education Universities and Colleges Admissions Service (UCAS) UK Council for International Student Affairs (UKCISA) A number of government representatives are joining ESAG, along with cross-government departments and devolved governments: Sir Steve Smith, UK international education champion Department for Business and Trade (DBT) Department for Education (DfE) Foreign, Commonwealth and Development Office (FCDO) Northern Ireland Scotland Wales Additional government departments joining are: Cabinet Office Home Office/UK Visas and Immigration (UKVI) Department for Science, Innovation and Technology (DSIT) Department for Work and Pensions (DWP) According to the UK government, “selection of members to the ESAG will be based on keeping numbers to a minimum whilst making it the most effective group it can be”. In January 2026, the UK government revealed a new – and long-awaited – international education strategy , including an ambitious aim to grow education exports to £40 billion per year by 2030, with growth expected to come from TNE, ELT, skills and edtech. The strategy looks to oversee sustainable overseas student recruitment and amplify the UK’s international standing through education – including a focus on cutting red tape for TNE partnerships abroad. The post Who’s in the room? Inside the new Education Sector Action Group appeared first on The PIE News .

7 May 2026

Wales’ Taith program expands access to international learning

Taith, Wales’ international learning exchange initiative, has introduced measures to make overseas opportunities more inclusive, particularly for those who have not traditionally engaged in such programs. Changes include simplified application processes, more flexible program design, and tailored support for participants. The program has similarly expanded access to shorter and more flexible mobility formats for Welsh higher education providers. “For UWTSD, Taith has opened up international opportunities that genuinely work for our students – particularly those who cannot commit to long periods away from home,” said Kath Griffiths, international mobility lead at the University of Wales Trinity Saint David. “The flexibility of the program has enabled us to create experiences that feel accessible and achievable, opening doors for learners and partnerships that previously felt out of reach.” Taith has opened up international opportunities that genuinely work for our students – particularly those who cannot commit to long periods away from home Kath Griffiths, UWTSD Taith’s inclusive approach is opening up participation from organisations working with some of Wales’ most vulnerable learners. Matt Parry, involvement and engagement manager at Llamau, a homelessness charity supporting young people, women and children, said international exchange had previously felt out of reach for the organisation. “This was a first for us as an organisation. Our focus has always been on supporting young people, women and children at risk of, or experiencing, homelessness, so international exchange was never something we felt was meant for organisations like ours,” he said. “Without the support, patience and flexibility we received, we simply wouldn’t have got there. Because of that approach, we have been able to give some of our most vulnerable and disadvantaged young people an experience they will never forget.” One participant supported by Llamau who took part in a Taith-funded exchange described the experience as transformative. “The support throughout the exchange made every moment feel special, and it’s an experience that will stay with us for the rest of our lives,” they said. “We learned so much – not just about the country we visited, but about kindness, strength and compassion.” Since its launch, Taith has supported an increasing number of first-time mobility providers, particularly organisations working with learners facing financial, practical or personal barriers to participation. The program has allocated more than £100,000 in additional funding to support costs such as travel documentation, transport, specialist assistance and equipment. The funding is designed to ensure learners who might otherwise be excluded can still take part in international experiences. The program’s most recent funding round received applications from organisations in 21 of Wales’ 22 local authority areas, spanning urban, rural and coastal communities. Susana Galván, executive director of Taith, said accessibility remains central to the program’s mission. “Accessibility is fundamental to everything we do – it’s what makes us different. Our focus has been on making sure international opportunities are open to learners who may not have previously seen them as an option,” she said. “By removing barriers and providing the right support, we’re helping to open up new opportunities for learners across Wales, enabling them to build confidence, develop skills and broaden their aspirations.” An inclusive approach has long been adopted by the Taith program, after it refreshed its strategy in 2023 to make international exchange more accessible. Wales is positioning itself as a welcoming hub for international education – differentiating itself from England, which is set to impose a levy on international student fees from 2028. Wales, meanwhile, has made it clear it will not be adopting the levy policy. The post Wales’ Taith program expands access to international learning appeared first on The PIE News .

7 May 2026

“Small violin” for UK university funding woes as sector urged to rebuild trust

Published this week, Shared Institutions: Perspectives on the role of universities in national and local life draws on conversations with senior figures from higher education, politics and civil society. The report sets out that while universities remain central to education, research and economic growth, their value is increasingly being questioned by both the public and policymakers – who are often unsympathetic towards the pressures facing higher education. “Drawn from deep conversations with both the friends and the critics of universities, this vital paper outlines the challenges and opportunities facing British higher education today,” said Marc Stears, director, UCL Policy Lab . “There is much to debate and argue about here, but the fundamental future for our sector is clear: if universities can demonstrate their deep commitment to serving broader society they will thrive; if they cannot they will struggle.” The report highlights highlights three overlapping challenges shaping the political climate around higher education: universities are not seen to serve working class communities universities are not seen to deliver value for students universities are not seen as being a political or government priority Contributors said many voters – particularly those who have not been through higher education themselves – do not feel universities are relevant to their lives. It suggests the expansion of higher education has, in some cases, widened the social distance between graduates and non-graduates, while recent disputes over free speech, protest and migration have reinforced perceptions that universities are culturally distant from wider public concerns. The paper also notes that policymakers often have a “small violin” for universities’ financial pressures when set against austerity elsewhere in public services – meaning they lack sympathy for institutions’ plight. Claire Ainsley, director, Centre Left Renewal Project at the Progressive Policy Institute, and a contributor to the report, commented: “Universities remain one of the best engines to power individual achievement and Britain’s economic and cultural success, at home and abroad. “But as the report shows, the value of universities is being questioned,” she said. “It makes a strong case for institutional reform so that higher education can better serve the national interest.” Despite the challenges, the report argues there is reason for optimism, suggesting universities can rebuild confidence if they are willing to take the lead on change rather than wait for reform to be imposed from outside. According to Michael Spence, president and provost, UCL, in recent years there has been “a deterioration in the social licence to operate of UK universities”. The value for money of the domestic undergraduate fee is no longer taken for granted, the great benefit brought to the UK by international students is less often acknowledged and the core role of university research in an innovative economy is not widely understood Michael Spence, UCL “The value for money of the domestic undergraduate fee is no longer taken for granted, the great benefit brought to the UK by international students is less often acknowledged and the core role of university research in an innovative economy is not widely understood; all while the essential role of universities in providing a forum for debate is more often questioned,” said Spence. “If we are to rebuild trust among the public and political leaders, it is critical that we do not shy away from addressing these issues,” he added. Similar concerns around universities’ social licence also surfaced at the recent Universitas 21 Leadership Summit, held at the University of Glasgow in April, where higher education leaders from around the world said institutions must do more to demonstrate their relevance to local communities and adopt a more outward-facing role. The post “Small violin” for UK university funding woes as sector urged to rebuild trust appeared first on The PIE News .

7 May 2026

Tennessee Tech University: A career-focused MBA built for real-world impact

There’s a version of MBAs that look great on paper – dense lectures, abstract frameworks, and concepts you’ll “apply someday” – but leave graduates scrambling to connect any of it to their actual careers. The Tennessee Tech University ‘s Master of Business Administration (MBA) is built to close that gap, turning every course into a toolkit you can reach for when you go to work, not years down the line. Designed for working professionals from all backgrounds, the Tennessee Tech MBA is a 100% online, Association to Advance Collegiate Schools of Business (AACSB)-accredited programme that puts practical skill-building first. Whether you’re looking to move up in your current role or launch something of your own, this programme is structured to meet you where you are and equip you with tools you can use right away. A curriculum built for the real world From day one, the Tennessee Tech MBA focuses on how business actually works. The core curriculum spans accounting, finance, marketing, economics, data analytics, and organisational leadership. But what makes it different isn’t what’s taught – it’s how. Rather than lectures alone, students will work through case discussions, simulations, and research projects that mirror the decisions real managers face every day. MBA faculty members have over 25 years of online teaching expertise. Source: Tennessee Tech University From there, the programme builds toward a business strategy capstone, where you will analyse competitive strategy and stress-test it through a live business simulation. That combination of strategic thinking and hands-on execution is what sets Tech MBA graduates apart. “The MBA programme has taught me how to think about all aspects of business from a managerial perspective, and we’re often asked to apply what we learn to real-life business scenarios, which is really helpful,” says student Ellen Williamson. That applied approach is intentional. The faculty builds the programme knowing that most students are already professionals with real decisions to make, so every lesson is designed to be immediately usable, not just intellectually interesting. For those who want to go further, a graduate-level certificate in Banking & Financial Services, Cyber Management & Analytics, or Healthcare Informatics can be easily woven into the programme – a straightforward way to build specialised expertise and stand out to employers. Skills you can use at once One of the Tennessee Tech MBA’s biggest strengths is timing. You don’t have to wait until graduation to see the value. With a fully online and self-paced format, students can absorb a concept one day and apply it the next. “The TN Tech MBA programme has benefitted me by providing practical workplace skills I can apply and practise in my job while pursuing my degree,” says MBA student Maggie Worley. “The flexibility of the online programme has provided me with a unique experience where I can learn concepts and immediately apply them in my own workplace.” That real-world application is what makes the Tennessee Tech MBA a career accelerator. And with 72% of students employed while enrolled, every class discussion benefits from a room full of professionals bringing real-world context to the table. Tennessee Tech MBA lets you earn a graduate certificate alongside your degree without extending programme time. Source: Tennessee Tech University Open to everyone – including non-business majors One of the most common reasons people hesitate to pursue an MBA is a lack of business background, but at Tennessee Tech, that’s not a barrier. The programme requires no prerequisite business courses and no GMAT or GRE scores. Instead, you’ll have to complete a self-paced orientation that builds foundational knowledge before coursework begins, so no one starts from behind. For Mattie Topping, who came in without a business undergraduate degree, that support made all the difference. Now starting her final semester, she says, “I can look back and confidently say my leadership, analytical, and strategic thinking skills have prepared me for the next step in my career. With the help of supportive faculty and knowledgeable professors, I am happy to say I will be graduating in May 2026 as a business professional.” Built to hit the ground running Tennessee Tech MBA graduates are ready to make an impact, not someday, but now. Recent graduate Cade MacLean has built Creekside Marketing, which helped 200+ businesses achieve measurable growth through performance-based advertising. He calls this the MBA’s “real-world results.” “What I valued most about the TN Tech MBA was learning how to combine strategic thinking with execution,” he says. MacLean calls this the MBA’s “real-world results.” Learn more about Tennessee Tech University’s MBA. Follow Tennessee Tech University on Facebook , Instagram and LinkedIn

7 May 2026

Lamar University: Take your engineering career to a higher pay grade with a master’s

Think your engineering career has gone a little stagnant? Well, think again. According to recent data, 75% of engineering master’s students secure jobs in specialised technical roles within six months of graduation. That in-depth expertise is what leads to higher starting salaries and long-term career growth, with advanced degree holders incurring a “ 15% salary premium ” over bachelor’s holders. So, if that’s the kind of career acceleration you seek, then head to Beaumont, Texas, where you’ll find the college that placed #3 in 2021 for return on investment in the US — and has consistently ranked high ever since: the Lamar University College of Engineering . One of the oldest programmes on campus, a pillar of the oil and gas industry, LU Engineering trains students to innovate within the workforce at an affordable price. They conduct projects in the classroom and beyond that keep pace with industry needs. Just look at what the community is up to. Soon, 42 will be participating in the largest intercollegiate rocket competition in the world, serving as a platform for aerospace engineers to grow skills. A chemical engineering student has successfully completed five internships across three companies: ExxonMobil, Smurfit Westrock, and Veolia. Associate Professor Dr. Maryam Hamidi received a US$833,000 award from the Texas Department of Transportation to lead AI-driven improvements to vessel monitoring and freight analysis along the Gulf Intracoastal Waterway. LU Engineering ranks #3 in the US for return on investment. Source: Lamar University For Roseline Sogbuyi — a Master’s Degree in Civil Engineering student with roots in Lagos, Nigeria — Lamar University had chosen her , rather than the other way around. Specifically, Dr. Liv Haselbach is the one who’d uncovered her hidden potential. “She has consistently helped me grow as a student, researcher, and public speaker. She strategically helps me make the right decisions, especially in choice of coursework, and is always willing to share opportunities with me,” says Sogbuyi. “Two great skills she has taught me are how to stay organised and how to get things done early.” Working alongside LU Engineering’s research experts opens doors to a goldmine of opportunity. Especially at the master’s level, courses don’t just look like attending lectures and doing homework. Class sizes are small, allowing professors to engage with students on a one-on-one basis. Courses are driven by real industry challenges, which in turn, aim to drive the economic and technological development of Texas and beyond. “I’m glad I came to LU despite my fears of being far away from home,” says Sogbuyi. “The staff have been very friendly and responsive. Faculty members have been amazing, always ready to help. I’ve made great colleagues and friends from all tribes, and my favourite part is the unique teaching method.” The top school in the state, the college hosts many student organisations across all five departments, as well as career fairs. Students get to participate in internships and co-ops through its strong ties to the local industry. In terms of research, students have access to five research centres with projects funded by the state of Texas. Each centre focuses on a specific field to solve its most pressing critical issues today. For example, the Centre for Advances in Water and Air Quality aims to solve challenges plaguing water and air quality worldwide, while the Centre for Advances in Port Management strives to conduct port and marine terminal-related research. Graduate students at LU Engineering qualify for out-of-state tuition waivers, along with US$1,000 in general graduate scholarships per year. Source: Lamar University “My experience at LU has been stimulating and incredibly enriching,” says Amirmohammad Naddaf Shargh. “I’ve worked on innovative projects, collaborated with talented peers, used state-of-the-art equipment, and pushed my research limits. The supportive faculty and resources helped me develop technical and leadership skills.” Hailing from Mashhad, Iran, Shargh chose to attend LU Engineering for that very reason. It offers a “strong combination of hands-on learning and cutting-edge research,” enhanced by the university’s strategic location and commitment to innovation. Pursuing a Doctor of Engineering , specialising in Electrical and Computer Engineering, Shargh found a programme that aligned directly with his research interests. Leading him is Dr. Hassan Zargarzadeh, Associate Professor, who runs the state-of-the-art Robotics and Intelligent Control Systems (RICS) Lab. “His insightful guidance, combined with his rich background in academia and strong industry connections, has not only sharpened my technical skills but also inspired me to think critically and pursue excellence,” says Shargh. LU Engineering’s graduate programmes is a proven path to leadership, specialised, or managerial positions that guarantee higher long-term earnings. Graduates have gone on to work at global companies, making an impact through innovative practice. Think Amazon, Nike, Lockheed Martin, SpaceX, Tesla, and more. Check out the Lamar University College of Engineering here . Follow the College of Engineering on Facebook , Instagram , LinkedIn , and YouTube .

7 May 2026

Everything you need to know about pursuing a PhD and a career in international relations

Diplomacy. Global institutions. Perhaps the occasional trip to the United Nations (UN) in New York. That could be your life if you work in international relations. But studying war, peacekeeping, and global security can also mean confronting some of the world’s most difficult truths. For Tiril Høye Rahn , working in the field has been a lifelong dream since she was 14, and she has dedicated years of her life to making it come true. Today, she has secured a job at the Norwegian Ministry of Foreign Affairs — how she got it is a whole story in itself. She has even completed a PhD in International Relations at the University of Oxford. It wasn’t a part of the plan, but there’s a reason why she decided to pursue it. “I’ve actually never had one dream position,” she explains. “Instead, I’ve had topics that I really wanted to work on. And that changes everything because suddenly, the world becomes your oyster.” Tiril Høye Rahn attended the United World College (UWC) Robert Bosch College in Germany to pursue an International Baccalaureate. Source: Tiril Høye Rahn Understanding access in UN peacekeeping missions through a PhD in International Relations Throughout her years in politics, Tiril had a question she wanted answered: What happens after peacekeepers are allowed into a country? “A lot of research looks at when states accept peacekeeping missions,” she explains. “But very little look at where those missions are actually allowed to go once they’re inside.” So, she made that her PhD thesis. To answer this, Tiril analysed 25 years of United Nations peacekeeping missions across Africa, using geospatial data to track where peacekeepers were able — or unable — to operate. Her findings revealed clear patterns. “When rebel groups commit violence, peacekeepers tend to get access to those areas,” she explains. “But when governments commit violence against their own civilians, access is often restricted.” Tiril has worked for the Nobel Peace Centre, Hedayah, the Foreign and Commonwealth Office in New York City, NATO and PRIO. Source: Tiril Høye Rahn In other words, host governments sometimes limit where international missions can travel and effectively control what the outside world can see. “I called it, ‘The power of access,’” she says. “Access itself becomes a tool in war.” The research adds an important layer to policymakers’ understanding of peacekeeping. While diplomats and practitioners often sense these patterns on the ground, academic research can systematically confirm them. “Policymakers often know these things from experience,” Tiril explains. “However, research allows you to show that it’s not just one case — it’s a trend.” She later presented her findings at the UN headquarters in New York to officials working directly on peacekeeping operations. Tiril is a Master’s and PhD in International Relations graduate from the University of Oxford. Source: Tiril Høye Rahn Here’s what it takes to work in her field The thing is, working in international relations, politics, diplomacy, or peace and security can take a toll on oneself. It can get emotional, especially when you focus on triggering or heavy topics — war, violence, and humanitarian crises. That’s not all; pursuing a career in the field takes years of dedication and sacrifice. Protecting yourself is key Tiril is aware that, with the internet and social media, consuming heavy topics 24/7 is almost the norm, but she believes it’s not healthy. So, she treats it like a job with defined hours. “I read the news during work hours, and once I end work, I try to disconnect,” she explains. This approach also applies to conversations. “These are sensitive issues,” she says. “Sometimes when people ask about them casually at a party, I’ll say, ‘That’s a really important question — let’s grab coffee tomorrow and talk about it properly.’” For Tiril, it’s about respect — both for the topic and for her personal wellbeing. Ask. Never be afraid to ask. For students considering a career in her field, Tiril emphasises that the most important step is simply reaching out, just like she did when she was 14. “One thing I always encourage people to do is talk to people who already have the jobs you’re interested in,” she says. “Ask for coffee. Ask for 15 minutes of their time. Just like how I called the Prime Minister’s office, the Ministry of Foreign Affairs, and the Nobel Peace Prize organisation.” There’s no doubt it’s a powerful strategy. “If you do it enough times, you forget the no’s and only remember the yeses,” Tiril explains. “And the worst thing that can happen is that someone doesn’t reply. Tiril is currently an advisor and a diplomatic training officer for the section for security policy and North America at the Norwegian Ministry of Foreign Affairs. Source: Tiril Høye Rahn Learn several languages, especially French Beyond curiosity and initiative, Tiril highlights a few practical skills that can make a real difference — learning one or several languages. Why? Well, languages remain hugely valuable, particularly in international organisations. “French is much more important than I realised,” she shares. “I share that as someone who wishes she spoke better French.” International exposure is key That’s not all; international exposure helps, but it doesn’t have to mean expensive programmes. “There are so many ways to experience other cultures,” Tiril explains. “Working abroad, staying with host families, volunteering — you don’t have to empty your pockets to do it.” Build a society from scratch at your university When Tiril arrived in Oxford, she noticed something was missing — a student society that fit her interests. “I was very interested in peace, security, and diplomacy, but there were no associations for it,” she shares. “I went to my principal and asked how I could get involved, and he told me to create a new one.” Tiril had only been at Oxford for a month, and she felt too new to the space to build a student association. However, over time, she heard that other students were also interested in the same field as she was. So, she founded “Oxford Diplomatic Society”, one of Oxford’s largest international affairs networks. It helps foster dialogue among diplomats, academics, and policymakers, hosting 50+ high-level discussions, reaching an audience of 15,000, and growing to over 1,000 members.

7 May 2026

A phone call about Iran at 14 led her to join Oxford, NATO & the Norwegian Ministry of Foreign Affairs

Tiril Høye Rahn was sitting in front of her television one evening at 14 years old. Forget homework, her eyes were glued to a documentary about women’s rights in Iran. “I remembered it so clearly,” the international relations graduate recalls. “It was a documentary about women’s rights after the Iranian Revolution. I was just 14, but it really stuck with me, what people, or specifically women, from the other side of the world were going through after 1979.” She wanted to do something about it. Tiril went straight to the dinner table to ask her mum how she could work on it. “Why don’t you call the Prime Minister? I think they work on issues like that.” So she did. Tiril picked up the phone and called the Norwegian Prime Minister’s office. The call started with a “hello,” followed up with: “I’m Tiril. I’m 14. And I’d like to see how I can work on issues that are happening in Iran.” The response was polite, but practical, especially for a 14-year-old with no degree or work experience. The Prime Minister’s office suggested she try Norway’s Norwegian Ministry of Foreign Affairs instead. “I said the same thing I told the Prime Minister’s office, and to my surprise, they were really kind,” Tiril laughs. “But they explained that they normally take people with a master’s degree and two years of work experience. And I had just started eighth grade.” Tiril at the Peace Research Institute in Oslo . Source: LinkedIn/Tiril Høye Rahn The life-changing phone call and a full-circle moment For many teenagers, that would be the end of the story. But for Tiril, it was just the beginning. She remembers thinking how urgent this was. So, she tried one more place: the Nobel Peace Centre in Oslo. To her surprise, they asked her to send in her CV and to come in for an interview. But there was a small problem… she didn’t have a CV — she was only 14. “I sat down and made my very first CV,” she shares. “It basically said I played volleyball and that I was the class representative.” Apparently, the eagerness to work and learn was itself a qualification. The Nobel Peace Centre offered her an internship once a week, and she said yes immediately. Tiril stayed at the Nobel Peace Centre for eight years, working part-time while finishing school. “I was the youngest employee the entire time I was there,” she says. “But it shaped my interest from a very early age.” The experience placed her face-to-face with some of the world’s most influential changemakers. One encounter in particular felt almost surreal — meeting Shirin Ebadi, an Iranian lawyer and activist who was awarded the Nobel Peace Prize for her work on human rights in Iran. “In a way, it was a full circle moment,” Tiril shares. “The issue that had first caught my attention on the TV one night was suddenly right in front of me.” Tiril has worked for the Nobel Peace Centre, Hedayah, the Foreign and Commonwealth Office in New York City, NATO and PRIO. Source: LinkedIn/Tiril Høye Rahn Chasing a dream that is “beyond reach” Perhaps the phone call helped lay the groundwork for something that, at 14, almost seemed impossible. However, to work in big organisations, Tiril knew she needed a master’s degree and two years of work experience, based on the call she had with the Prime Minister’s office. So here was her plan: Study abroad Get a master’s degree Get relevant internships Tiril was accepted into a newly opened “United World Colleges” campus in Germany, joining a cohort of just 100 students from around 85 countries. “It completely opened up my world,” she says. “I met people from countries I had never heard about before. But what really stayed with me were the friendships.” Tiril Høye Rahn attended the United World College (UWC) Robert Bosch College in Germany to pursue an International Baccalaureate. From there, Tiril continued studying abroad. She attended New York University (NYU) Abu Dhabi for a Bachelor’s degree in Political Science with a minor in Peace Studies in 2016, drawn by its global student body and the opportunity to study across multiple countries. She graduated Magna Cum Laude (top 10%) in 2020. “I could have moved back to Norway,” she explains. “But I knew what I would learn outside the classroom would be different in Abu Dhabi.” Her studies at NYU Abu Dhabi took her even further, including time in Shanghai and New York. While in the US, she secured an internship at the United Nations (UN) — something her 14-year-old self would call “beyond reach” and geek out over. “I had the chance to sit in the Security Council,” she says. “I was a Norwegian, interning for the UK mission in New York. It felt like everything in my life was coming together.” Tiril is a Master’s and PhD in International Relations graduate from the University of Oxford. Source: LinkedIn/Tiril Høye Rahn Oxford and an unexpected PhD in International Relations Tiril was one step closer to her dreams; all she needed now was a Master’s degree. So, she applied to the University of Oxford, another dream that was “beyond reach”. But she got in for a Master of Philosophy in International Relations, started in 2020 and graduated in 2022. However, another opportunity came — one she wasn’t expecting. “I was the one person in my friend group who was absolutely not going to do a PhD,” she says. “I had offers for some junior positions in international organisations.” But then came a piece of advice from a familiar voice: her mother. “She told me, ‘A junior job offer will remain at your doorstep. But the chance to do a doctorate at Oxford only comes once.’” Tiril knew her mum was right, took the advice, and never looked back. In 2022, she started her PhD in International Relations at the University of Oxford. She graduated in 2025. Her doctoral research focused on UN peacekeeping, work she combined with a practical year at NATO. Today, her efforts since she was 14 years old have paid off. Tiril has recently started her job in security diplomacy at the Norwegian Ministry of Foreign Affairs, on track to work in diplomacy — it has come full circle.

7 May 2026

US moves to end “duration of status” for F, J, and I visas; new rule could limit the time international students can study in the US

It is likely that as of September 2026, most international students in the US will need to complete their programmes in four years or less unless they receive an extension from US Citizenship and Immigration Services (USCIS). This is according to a Department of Homeland Security (DHS) proposal submitted in August 2025 that is fast moving towards implementation. Students in shorter programmes (e.g., two-year master’s) need to leave at the end of their study programme unless they receive an extension, with language students allowed a 24-month maximum term of admission, including breaks and vacation time. The DHS proposal intends to abolish the “Duration of Status” (D/S) system, which allows students to stay beyond the end-date on their I-20 form if they can prove they have legitimate reasons for an extension. The D/S system has been in effect for decades. As for when the D/S system will be formally replaced, Jill Allen Murray, Deputy Executive Director of Public Policy at NAFSA: Association of International Educators, told a 28 April webinar audience : “We do anticipate that it will happen soon. We know that the administration’s desire is certainly have [the fixed time limit rule] in place so that it would be effective for students arriving in the United States in the fall. They do have a proposed a 60-day implementation period that has to happen, so working back from that, the very latest we should see the final rule is between the end of May and end of June.” The webinar was presented by NAFSA, the International Student Resource Center, and the Presidents’ Alliance on Higher Education and Immigration, and it was devoted to preparing institutions for the impact of the rule change. What is being replaced? Under the D/S system, F and J students are allowed to surpass the admission end-date on their I-20 form if their school, college, or university determines that they are progressing in their studies. The D/S system recognises that international students need flexibility when it comes to accomplishing their study goals. For example: A student begins their journey in an English-intensive programme (IEP) and then progresses to higher education once they have become more proficient in the language; A PhD student needs more than four years to finish their programme (which is very common – the average is five to eight years depending on the source); A student completes their degree programme and then progresses to Optional Practical Training (one year) or STEM OPT (three years) to gain work experience. These are only some of the common and legitimate study pathways offered to international students under D/S. If a student needs to stay in the US for longer to complete their programmes, they apply for an extension to the Designated School Official (DSO) at their institution, who is familiar with the student’s academic progression and performance. The DSO is authorised to make extension decisions by the Department of Homeland Security. How will the extension process change? According to the proposal, the DSO will no longer have power to approve the extension request. That will transfer to US Citizenship and Immigration Services (USCIS) officials, and those officials will be permitted to “use discretion” in their decisions. The date students are required to leave the US (with a 30-day grace period) will be entered on their I-94 form, linked to their passport. Students will need to make their case for an extension directly to USCIS. Other limitations The proposal also seeks to prohibit international undergraduate students from changing programmes or schools in the first year of their studies and graduate students from doing so at any point. Extensions will not be granted to students wanting to pursue a second degree or qualification if immigration authorities deem that programme to be at the same or lower level than the initial one. The threat to OPT When the government takes over the role of education institutions in deciding if a student should have more time to complete their studies, the implications will be massive, especially for students aiming to participate in Optional Practical Training (OPT). The director of USCIS, Joseph Edlow, has indicated he is prepared to restrict access to OPT. In May of 2025 at his confirmation hearing , he said: “What I want to see would be essentially a regulatory and sub-regulatory program that would allow us to remove the ability for employment authorizations for F-1 students beyond the time that they are in school.” The OPT and STEM OPT post-study work streams are vital to US institutions’ ability to compete for international students (especially those in STEM and at the graduate level). A 2025 survey conducted by NAFSA and the Institute for Progress found that 54% of current international students would not have chosen the US if there was no OPT option. If it becomes too cumbersome, expensive, and uncertain to request an extension for OPT, demand will be extremely affected in the US’s top source of students, India. This is because Indians represent about half of all participants in OPT and STEM OPT. The implications for graduate programmes Nearly half of all international students in the US are studying at the master’s or doctoral level. The proposal includes a four-year limit for graduate programmes. Doctoral-level programmes very frequently require more time than this to complete. International student demand for graduate programmes is already down, and it will almost certainly fall further due to the proposal. Some graduate programmes in STEM could be devastated. According to IIE data, international students account for almost 70% of enrolments in math and computer science programmes and more than half in engineering programmes. In AI-related programs, 7 in 10 enrolments are international. Such statistics also illustrate the huge potential of international STEM graduates in contributing to research and innovation in the US economy. Will current students be affected? The finalised rule is expected to apply to new students coming into the US in September 2026. Current students wanting to extend their stay beyond their programme end date will likely need to submit a request to immigration authorities. It is possible there will be a six-month grace period for OPT students after the ruling goes into effect, as long as they do not leave the country. Why is D/S being replaced? The government says that the D/S setup cannot adequately address cases of fraud and visa non-compliance by international students and exchange visitors. More broadly, the change is being framed as a way to better protect national security because it will provide more opportunities for DHS to monitor the activities of international students. Students’ end-dates and activities will be more closely integrated into the US visa infrastructure. In its response to the proposal, NAFSA exposed many holes in the government’s argument – including the lack of data compromising many of its points – and explained how much of the monitoring the DHS wants to do could be accomplished by making tweaks to the SEVIS system upon which D/S relies. NAFSA has mounted a comprehensive and sector-wide effort to have the government reconsider the end of D/S or at least to significantly reconsider the proposed changes. The association has stated: “If [the proposal] becomes final, the damage done by this rule will be felt on our campuses and in our communities and will harm our country’s standing in the world.” The “sea change” ahead The need for students to file a request for an extension to USCIS will be anything but a procedural switch. As Joann Ng Hartmann, strategic initiatives leader at NAFSA says, it will be a “sea change.” It will introduce considerable uncertainty for students, for two main reasons: At present, USCIS’s processing of immigration requests has never been more backlogged. Adding international students’ requests for extensions to the backlog will only worsen the situation. Many students will face a long wait to see if their extension is approved. The granting of extensions will be in the hands of immigration officials at a time when the US government is eager to reduce the flow of foreigners into the country. In addition, it will cause chaos for schools and colleges, according to Robin Catmur-Smith, Director of Immigration Services in the Office of Global Engagement at the University of Georgia, who was a NAFSA webinar panelist. Institutions will need to change their recruitment messaging, websites, communications, and supports for incoming and current students. The administration burden – and needed budget – will be extremely high as well for the new compliance and procedural changes ahead. International student departments will in many cases have to be reorganised to advise and track different student profiles (e.g., J students, graduate students, incoming students, OPT students). What’s more, because the proposal has not yet reached its final form, institutions are in some ways flying blind as they attempt to prepare themselves, recruitment agents, current students, and incoming students for the September 2026 intake. Where does the government proposal stand now? The DHS review of comments and objections submitted by tens of thousands of respondents – including universities and peak bodies is complete and that the document is now final. NAFSA announced today that: “On May 5, 2026, DHS submitted the final rule that will eliminate F and J “duration of status” to the Office of Management and Budget (OMB) for review. We expect OMB’s review to be expeditious and for the rule to be published in the Federal Register in the not-too-distant future. The final rule will go into effect 60 days after publication in the Federal Register. Although the text of the final rule will not be available to the public until at least 24 hours before the Federal Register publication date, we surmise that it will retain most if not all of the changes included in the proposed rule.” Can the rule be challenged? In the 28 April NAFSA webinar, Andrew Lyonsberg, a partner at McDermott Will & Schulte’s Supreme Court & Appellate Litigation and Government & Regulatory Litigation practice, presented as a panelist. He spoke to the question of whether the fixed time limit rule can be legally challenged. Mr Lyonsberg, whose practice has successfully appealed past Trump administration immigration rules, says that when the final rule is published, DHS will need to present strong rationale that the need for the change outweighs the “harms” of it to students, institutions, and stakeholders or it will clear a path to litigation. If there is a challenge, it would likely be that the rule should be struck down because it is “arbitrary and capricious.” That legal terminology describes a decision made without a reasonable basis, ignoring relevant facts or logic, often appearing random, unfair, or unsupported by the evidence.” Mr Lyonsberg said that the international education community could prepare to support potential litigation by beginning to document concrete examples of harms the proposal would inflict on students, institutions, staff, and more. The larger implications NAFSA states: “We are in a global competition for talent, as other countries around the world recognize the outsized economic and social benefits of international students and exchange visitors and have implemented policies to create a welcoming environment for these students to thrive.” “If finalized, the rule will foster tremendous uncertainty for many international students and exchange visitors about whether they will be able to maintain their legal status in the United States through the completion of their studies or program, discouraging students and exchange visitors from coming here, and pushing them to look for opportunities in other countries instead.” NAFSA also has a comprehensive list of resources related to the proposal and its implications that can be found at this link including: “Preparing for the final D/S rule. How has your office started to prepare?” “Spreadsheet for advising and staffing planning” “Presidents’ Alliance Survey: Share how international talent strengthens our communities” For additional background, please see: “ What international students need to know about study and work visas in the US ” “ US: Student visa issuances fell by -36% in summer 2025; OPT uncertainty among factors affecting international student demand ” The post US moves to end “duration of status” for F, J, and I visas; new rule could limit the time international students can study in the US appeared first on ICEF Monitor - Market intelligence for international student recruitment .

6 May 2026

Universities unite behind Nepal’s “10k int’l student” ambition

With Nepal’s new governance reform roadmap introducing measures for international students and researchers, including multi-entry visas of up to five years, vice-chancellors, former education ministers, academic leaders and policymakers came together to discuss how the country can attract students from around the world. The discourse, titled ‘Nepal’s Readiness for Internationalising Higher Education’, was organised by StudyInNepal in collaboration with Tribhuvan University, alongside representatives from Kathmandu University, Pokhara University, Purbanchal University, Lumbini Buddhist University and Rajarshi Janak University. The discussions focused on opportunities and challenges in Nepal’s education sector, with stakeholders calling for stronger policy support, visa simplification and global promotion to help raise international student numbers from the current 1,200–1,500 annually. “With stronger university engagement, international student numbers could realistically grow to 3,000 in the near term. With supportive policy reforms, it has the potential to reach 10,000 students within the next three years,” Bikalp Raj Pokhrel, co-founder of StudyInNepal.com and vice-president of the Educational Consultancy Association of Nepal, told The PIE News . “Some institutions have already shown encouraging results — for example, Kathmandu University reports around 12% international graduates, while Lumbini Buddhist University continues to attract a growing number of students, particularly from China.” Just last year, amid discussions around overhauling Nepal’s education system and offering free visas to international students, The PIE learnt that specialised programs were being identified as key to expanding the country’s global appeal. According to Pokhrel, programs centred around yoga and Buddhism, affordable medical education, Himalayan and glacier studies, sustainability and experiential learning could help Nepalese universities build distinct academic identities. While institutions such as Lumbini Buddhist University and Kathmandu University are already attracting international interest in areas ranging from Buddhist studies to medical education and hydropower, emerging institutions like Narmaya Yog University are also being viewed as having strong potential in Himalayan and life-skills-based education. Tribhuvan University’s recent focus on glacier studies is also seen as carrying strong international appeal, with northern India, Buddhist-majority countries, China, Africa, Europe and the Nepali diaspora emerging as key focus markets for Nepal’s internationalisation ambitions. “Nepal’s geographic advantage also plays a key role. Its open border with Indian states like Uttar Pradesh and Bihar creates strong opportunities to attract medical students. In fact, medical colleges under Tribhuvan University are already enrolling a considerable number of students from India,” Pokhrel said. “At the same time, Kathmandu University is attracting medical students from countries like Maldives and Sri Lanka, showing Nepal’s growing regional appeal. Beyond degree programs, Nepal is already attracting European volunteers through cultural exchange, community engagement and experiential learning initiatives.” Policymakers increasingly recognize that attracting international students can strengthen institutional credibility, build confidence among parents and students, and gradually reduce outbound student flow Bikalp Raj Pokhrel, StudyInNepal While ministers and stakeholders at the StudyInNepal discourse highlighted Nepal’s affordability, experiential learning opportunities and safe environment as key strengths, the country continues to see strong outbound mobility, with nearly USD 1 billion spent annually on overseas education, according to Pokhrel, despite government efforts to rein in “brain drain” through reforms to the No Objection Certificate process. “Overseas education has become one of the major contributors to the country’s trade deficit, alongside sectors like petroleum, food and vehicles,” stated Pokhrel. “Policymakers increasingly recognise that attracting international students can strengthen institutional credibility, build confidence among parents and students, and gradually reduce outbound student flow.” Quality challenges, political interference and inadequate infrastructure continue to affect Nepal’s higher education sector, with hundreds of campuses facing closure in recent years due to declining enrolments as students seek better prospects abroad, prompting education unions to call for higher public spending on education. While Pokhrel highlighted reforms such as a new national qualification framework, dual-degree permissions and government plans to allow international universities to establish campuses in Nepal, further policy and institutional support is still expected. “Encouragingly, we are receiving timely engagement and access to MPs and policymakers, which shows growing interest and openness toward this initiative,” stated Pokhrel. “Looking ahead, support is expected in key areas such as policy facilitation, visa simplification, regulatory clarity, quality assurance, infrastructure development, and global promotion of “Study in Nepal.” The post Universities unite behind Nepal’s “10k int’l student” ambition appeared first on The PIE News .

6 May 2026

Sanjeev Vidyarthi, Anant National University

Describe yourself in three words or phrases. One would be intellectually curious, second student-oriented — fittingly, my name Vidya means ‘knowledge’ in Sanskrit — and third, a lifelong learner. What do you like most about your job? The focus on institution building, creating a 21st century school that can stand among the best anywhere in the world. Describe a project or initiative you’re currently working on that excites you. Currently, what occupies most of my bandwidth is finding the best people. We may have world-class infrastructure in the pipeline, but schools are not just about buildings and laboratories — they are equally, if not more, about people. Bringing together the best faculty and students so that real magic can happen is what takes up much of my attention. What’s a piece of work you’re proud of – and what did it teach you? I’m especially proud of my scholarship and the six books I’ve written, each covering a different aspect of Indian architecture, urban planning and design. When I went to graduate school, I realised there was very little written on Indian cities and design techniques, so I ended up writing the book I myself had wanted to read 20 years ago. What’s a small daily habit that helps you in your work? Oh, I read a lot — my wife teases me about it all the time. What’s one change you’d like to see in your sector over the next few years? One major change I truly appreciate is the growing recognition of design in India . We are paying far more attention to design than before — whether through airports, railway stations or metro systems — and I believe that if society continues to value better design, the overall quality of life in the country can improve significantly in the coming decades. What idea, book, podcast or conversation has stayed with you recently? One of our board members — a former chairperson of the Competition Commission of India and a prominent business leader — recently pointed out that nearly 80% of India’s urban landscape for 2047 is yet to be built. That gives a sense of the scale of planning, development and construction still ahead, and if it can be done well, sustainably and efficiently, it could transform quality of life across the country. What’s one piece of advice you’d give to someone starting out in this field? My advice would simply be to train well, be confident and go out and conquer the world, because this period truly belongs to young Indians. It is an incredible moment for India, and having seen different parts of the world, I genuinely believe the country has become a beacon of hope for much of the free world — young people today have immense opportunities, as long as they remain patient, keep working hard and pursue what they want with confidence. The post Sanjeev Vidyarthi, Anant National University appeared first on The PIE News .

6 May 2026

Rankings displays do not build social licence, say HE leaders

In an era in which government support is not always solidly displayed for higher education, universities must do more to demonstrate relevance to local communities. Speaking at the Univeristas 21 Leadership Summit in Glasgow, which brought 31 world-leading universities together, Anton Muscatelli, former principal and vice-chancellor at University of Glasgow, said institutions must take a broader, more outward-facing approach. Demonstrating impact is not just about graduate earnings or economic impact, he said, sharing insights from work done for the University of Glasgow’s civic strategy. “[People are asking]: what’s it doing for me? What’s it doing for my community?” The comments come amid growing debate globally around universities’ ‘social licence’ – the extent to which they are trusted and seen as delivering public good. Michael Wesley, deputy vice-chancellor, global, culture and engagement at University of Melbourne in Australia, went further, stating, “rankings are, I think, absolute poison in terms of social licence” He continued, “When much of the public hears about a university like Melbourne trumpeting its rankings, what they’re thinking is, ‘Oh, there you go again. It’s all about you and your privilege and your prestige, and you don’t really care about anyone else.” Wesley distilled his view on how universities need to better engage. “We’re going through a detailed mapping process of what we are actually doing and then we’re going to say: what aren’t we doing? Where are the communities that we need to play a positive role with, and working more with them, being a lot more present.” He cited polling in Australia which revealed a broad swathe of the public who “when we probe into it, they don’t understand what universities do”, beyond educating people. “People just don’t understand what research is, and I think we’ve got an enormous challenge in educating people about what research does and why it’s important for society, and we’ve been failing for a long time.” Also joining the debate was Jess Lister, director (education) at UK polling agency Public First , who shared data which revealed a majority of UK adults polled agreed or strongly agreed that universities prioritised status and ranking over how students fared after leaving university. She told The PIE , “In the UK, our research shows that social licence is as much to do with what a working-class parent in Nottingham, Glasgow or York sees as the benefit of higher education to their family and their town as it is Nobel prizes, league tables, and REF impact.” “The public is not primarily asking whether higher education is ‘good’ in the abstract. They are asking whether universities are on their side, whether students get a fair return, whether local communities can see the benefit, and whether public money is being used for outcomes that feel real. That is a much tougher test for institutions to meet.” Examples of successful strategy and engagement were shared by Muscatelli – such as community grants, partnerships with further education colleges, and involvement in regional initiatives such as health innovation hubs. Perhaps the starkest critique came from a global health practitioner working in Nigeria, who argued that communities often experience universities as extractive. Deborah Adeniran, programs and partnership manager, International Cancer Centre Abuja said that communities often see researchers come in, take data, publish high‑profile papers and then leave, prompting people to ask what they themselves gain from the process. Despite thousands of academic papers on cancer care in Nigeria, she noted that fewer than 0.1% have been implemented in practice. She argued that communities feel used, and that many participants don’t even understand what the research was about. She called on universities to “show up before the problem”, co-design projects with communities, and share both credit and resources. Insights from the US and a Yale University study also pointed to a further complication: trust appears inversely linked to institutional prestige. Polling cited in the discussion found that community colleges in the US are the most trusted institutions, while elite universities such as the Ivy League are among the least trusted. “The more elite an institution, the less social licence it has,” Wesley noted. He added a warning: “When you lose social licence, populist governments, or populist leaning governments, will follow with regulation, and poorly designed regulation, which is even more damaging for universities.” The post Rankings displays do not build social licence, say HE leaders appeared first on The PIE News .

6 May 2026

Sustainable agriculture master’s degrees: 3 North American universities changing the way we produce food

The world is changing the way it produces and thinks about food. The global sustainable farming sector was valued at US$15.35 billion in 2024 and is projected to reach US$34.90 billion by 2034, while the broader sustainable agriculture market is expected to hit US$26.14 billion by 2030 . Keeping pace with these shifts demands more than surface-level knowledge. Employers now seek specialists who can lead on climate-smart farming and food system resilience. With a master’s programme in sustainable agriculture, you’ll get to build the depth to do just that, positioning you to step into senior roles that sit at the intersection of science, policy, and practice. The urgency behind this goes beyond good career prospects. According to the FAO’s 2024 Statistical Yearbook , 733 million people remain undernourished globally – 152 million more than in 2019 – making advanced expertise in this field a prerequisite for solving the most consequential food challenges of this generation. Here are three universities in Canada and the US offering high-impact sustainable agriculture master’s degrees: The University of Guelph’s Master’s in Sustainable Agriculture prepares students for careers in Canada’s agriculture and food sector. Source: University of Guelph University of Guelph The global food system is under pressure, and the people who understand how to fix it are in high demand. The Master of Sustainable Agriculture (MSAg) at the University of Guelph ’s (U of G), Ontario Agricultural College (OAC) trains you to be one of them – and with U of G ranked #1 in Canada – and 14 th in the world – for agriculture and forestry (QS World University Rankings by Subject, 2026), the credential carries serious weight. The MSAg is a 16-month, course-based, career-focused master’s programme with no thesis requirement. You’ll build skills across data analysis, agricultural economics, supply chain management, and agri-food technology, grounded in real industry practice from the start. Every semester builds deliberately on the last, combining field-based learning with opportunities to visit agricultural operations across Ontario, giving you firsthand insight into how modern, innovative and sustainable agricultural practices are shaping today’s agri-food sector. “Our first semester at U of G’s Ridgetown Campus is very well-integrated in the agriculture space,” says Pranshu , a student from the inaugural cohort. “We gain the theoretical knowledge as well as the practical knowledge.” That balance carries through the entire programme. Semesters two and three move to the main Guelph campus, where you can specialise in either Plant Agriculture, Livestock Agriculture, or Environmental Sciences. The depth you build there feeds directly into your fourth and final semester: a paid internship inside an agri-food organisation, where you’ll graduate with real connections and real experience. From there, you’ll be stepping into a network of 35,000 OAC alumni working across agronomy, sustainability consulting, food policy, environmental management, and beyond. The MSAg is one of several graduate pathways at OAC. The college also offers the Master of Plant Agriculture , the Master of Food, Agricultural and Resource Economics , and a range of research-based MSc and PhD programmes. University of Georgia’s College of Agricultural & Environmental Sciences students learn directly from researchers advancing new methods and technologies for agriculture and environmental sustainability. Source: University of Georgia/Facebook University of Georgia The University of Georgia ‘s College of Agricultural & Environmental Sciences (CAES) is all about caring for global ecosystems and equipping the next generation of leaders. Ranked #5 among public universities in the US for agricultural sciences, CAES is dedicated to discovering and delivering the science required for healthy living. Two graduate programmes in particular stand out for anyone working at the intersection of food systems and sustainability. The Master of Agribusiness (MAB) is a professional degree built for the space where agricultural science and business strategy meet. Rather than a thesis, it channels 36 credit hours into case-based instruction, quantitative methods, and business analysis. The 24-hour core covers economic tools, food marketing, financial management, and agribusiness management. Twelve elective hours let you go deeper into futures and options markets, international agricultural marketing, environmental economics, and water resource management. The programme culminates in a paid internship with a regional or national agribusiness firm alongside a technical report, meaning you graduate with documented industry experience already in hand. For those drawn toward the science side of sustainable food production, the MS in Crop and Soil Sciences offers a Sustainable Agriculture concentration. The research-based degree requires a minimum of 30 graduate credit hours, a thesis, and a faculty advisory committee. Students submit a programme of study in their first semester and a thesis proposal by the end of their second semester, an early structure that maintains research momentum from the start. Both programmes are based at UGA’s main campus in Athens, Georgia, within a research-intensive environment with strong industry ties across the Southeast. Financial assistance is available on a competitive basis through departmental research assistantships. Iowa State University’s Sustainable Agriculture programme trains students to think across disciplines and address real-world challenges in food security and environmental quality. Source: Iowa State University/Facebook Iowa State University Iowa State University opened its doors in 1869 as one of the first land-grant universities in the country, built on the idea that higher education should be practical and rooted in real-world problems. Agriculture has been central to that mission ever since. The university’s agriculture and forestry programmes now rank #7 globally in the 2026 QS World University Rankings. That legacy feeds into the MS in Sustainable Agriculture . The graduate programme combines knowledge and problem-solving skills from the agricultural sciences with ecology, the social sciences, and ethics. What makes it stand out is its track record – it was the first programme in the US to offer both an MS and a PhD in Sustainable Agriculture, and it remains the only graduate programme where students can pursue a genuinely interdisciplinary curriculum covering the biological, social, and economic dimensions of sustainability. That breadth is structural, not incidental. The programme runs across 21 departments – spanning Agricultural and Biosystems Engineering, Agronomy, Economics, Sociology, Landscape Architecture, Political Science, and more – with faculty cooperating to offer courses and direct research. As such, you won’t be siloed into one department; your work can genuinely cross lines. The curriculum is anchored by core courses like Foundations of Sustainable Agriculture and Agroecosystems Analysis. You’ll study agroecological principles and the social relations underlying farming and food systems, while amassing experience with sustainable techniques along the way. If food systems interest you more than farm systems, the MS in Food Science and Technology is worth a look. It has three specialisations – Functional Food and Packaging, Food Safety and Quality, and Green and Sustainable Food – that cover the post-harvest side of the same sustainability conversation. *Some of the institutions featured in this article are commercial partners of Study International

6 May 2026

3 universities shaping graduates into built environment leaders

The built environment is responsible for 34% of global CO₂ emissions and consumes 32% of the world’s energy, according to UNEP’s Global Status Report for Buildings and Construction 2024–2025. The professionals who design and manage that sector carry enormous responsibility but also a huge opportunity to drive real change. That is precisely where a master’s programme becomes critical. It’ll take your existing foundation and sharpen it into applied expertise – the kind employers cannot find in an undergraduate degree. You’ll stop learning about problems and start working on them directly, alongside researchers and industry partners, on live challenges, not theoretical ones. That distinction matters when it comes to your career. The right programme will give you the depth and experience to lead from day one. And here are three institutions that offer exactly that: Aalborg University Department of the Built Environment has a broad research portfolio covering users, buildings, cities, the environment, civil engineering, and infrastructure. Source: Aalborg University Aalborg University The next generation of engineers will decide how cities handle floods, how buildings use energy effectively, and how communities adapt to a climate crisis. Where you train for that shapes everything that follows. Aalborg University ‘s Department of the Built Environment (AAU BUILD) puts you at the centre of those decisions from day one. Through Problem-Based Learning (PBL), every semester is built around real challenges – you’ll work on real problems alongside classmates and in close contact with your professors, applying theory rather than just absorbing it. Industry collaboration is tied to the curriculum, so by the time you graduate with an AAU BUILD MSc degree, you’ll already have many experiences to draw on. In Structural and Civil Engineering , you’ll design and develop the physical infrastructure that societies depend on. Indoor Environmental and Energy Engineering takes you inside that infrastructure – optimising the buildings where people live and work for energy efficiency and healthy environments. Water and Environmental Engineering tackles one of the most urgent frontiers in engineering: managing water systems and protecting ecosystems under rising pressure. And Geography connects the human and physical aspects of landscapes, giving you the spatial understanding that underpins them all. AAU ranks among the top 2% of 17,000 universities worldwide and ninth globally among 2,526 universities for contributions to the UN’s Sustainable Development Goals. AAU’s new strategy, Knowledge for the World 2026–2029 , commits to strengthening that position and translating knowledge into concrete solutions. As a student here, that mission will be yours to carry forward. Politecnico di Torino is Italy’s first engineering school, founded in the mid-19th century during Europe’s rise of leading technical universities. Source: Politecnico di Torino/Facebook Politecnico di Torino Politecnico di Torino (PoliTO) was founded in 1859 , when Turin was a city remaking itself through engineering. That pattern – a city in transformation and a university at its centre – has defined PoliTO ever since. As Italy’s oldest technical university, PoliTO sits inside one of Europe’s most instructive urban contexts. Turin built its modern identity on heavy industry, rebuilt itself after deindustrialisation, and is now at the forefront of Italy’s energy and mobility transition. That history isn’t background – it’s the material your programmes work with. Those programmes take four distinct forms, each addressing a different dimension of the built environment. Civil Engineering will train you across the full range of structural and infrastructure design – buildings, bridges, tunnels, transport networks – with a curriculum that moves between theoretical foundations and hands-on project work. Environmental and Land Engineering takes on the defining challenges of the era — climate change, natural hazards, and the sustainable management of land and water systems — through dedicated English-taught tracks including a Climate Change specialisation. The remaining two programmes work on the human scale. Architecture for Sustainability works at the intersection of design, energy, and environment, preparing architects to reshape the buildings and neighbourhoods people actually live in. Urban and Regional Planning connects spatial thinking to policy and ecology, with an international English-taught track built around the UN’s New Urban Agenda. Across all four, a degree here is built on PoliTO’s learning model, putting you alongside research groups, industry partners, and a city that is itself a live case study. Turin was the European Capital of Innovation in 2024 and its ongoing revitalisation runs through the problems you’ll work on. The University of Liverpool’s Department of Civil and Environmental Engineering connects with regional industry partners through its Industrial Liaison Committee. This drives strong graduate employability outcomes. Source: University of Liverpool/Facebook University of Liverpool The infrastructure cities depend on, such as flood defences and load-bearing structures, was not designed to withstand the climate they now face. At the University of Liverpool ’s Department of Civil and Environmental Engineering – ranked 10th for Civil Engineering in the 2026 Complete University Guide – training engineers who can close that gap is exactly what the work is about. Formed in 2023, the department was built on this conviction: civil engineering and environmental outcomes are not separate problems. That argument organises everything — three research themes (Sustainable Futures, Environmental & Human Health, Fluids in Nature) that shape what you’ll study, with the challenges in your modules being the same ones the department’s labs are actively working on. That philosophy carries into how you’ll learn. Students design flood-safe structures in the Materials and Structural Engineering lab and build with natural materials through hands-on Natural Building workshops. That approach to teaching shows: in the 2025 National Student Survey, over 90% of graduates praised the quality of teaching here. All of it feeds into a single postgraduate pathway: the MSc in Sustainable Civil and Structural Engineering . Across two taught semesters and a major research project – in university facilities or on industry placement – you’ll work through lectures, tutorials, practical classes, and supervised project work. Accredited by the Joint Board of Moderators for Chartered Engineer registration, the programme treats structural competence and sustainability as a single discipline, fusing low-carbon materials, resilient infrastructure design, and climate emergency response into a single curriculum. *Some of the institutions featured in this article are commercial partners of Study International

6 May 2026

Everyone Can Now Post School Comments (And Earn Premium Membership)

For years, International School Community has been built on a simple idea: the best information comments about international schools comes from the teachers who’ve actually worked in them. Every comment on ISC is a real experience, shared by a real educator, for the benefit of someone else making one of the biggest decisions of their career. That contribution comes with a reward – now available for everyone! What’s New ISC members can now post comments directly as regular members — no special status required. If you’ve worked at an international school and have something to say about the salary, the housing, the admin culture, the city, or anything else that matters to teachers in the field, you can now say it. And for every 10 comments you submit, you’ll receive one month of free ISC Premium. Why Comments Matter More Than You Think ISC currently holds 54,798 comments across 2,381 schools in 223 countries. That number didn’t come from nowhere — it came from thousands of teachers who took a few minutes to share what they knew. But here’s the thing about crowdsourced information: it’s only as good as the people contributing to it. A school with 3 comments tells you almost nothing. A school with 40 comments, spread across different years and different topics, tells you something you can actually use. Every comment you add makes the picture clearer for someone else. And in international teaching — where a bad contract in the wrong school can cost you a year of your life — clarity is everything. What You Get With Premium One month of ISC Premium gives you access to: Full salary comparison data — see what teachers are actually earning at schools around the world, broken down by location and position Unlimited Isca questions — our AI assistant has read every comment on the platform; Premium members can ask her as much as they want Advanced school search and filtering — find schools that match your specific criteria, fast Full access to comments and search — search across all 54,798 comments by keyword, topic, or school Ten comments earns you a month. Post regularly, and your Premium access keeps renewing. Sample school view for posting comments as a regular member. How To Get Started If you’ve worked at one or more international schools, you already have everything you need. Head to any school page on IS Community, find the comment section, and share what you know. International school reviews/comments, can cover anything relevant to other teachers: salary and benefits, housing quality, admin culture, workload, the city itself, onboarding experience, or how the school handles teacher support. The more specific, the more useful. There’s no minimum length requirement — but the comments that help people most tend to be the ones that go beyond “it was great” or “I hated it.” Context is everything. The ISC community has always run on teacher’s generosity and willingness to share what they know. This is just our way of saying thank you for it. Your ISC Team The post Everyone Can Now Post School Comments (And Earn Premium Membership) appeared first on International School Community .

5 May 2026

Lebanese School team is the inaugural Mini World Cup champion

The Mini World Cup 2025-26 season concluded yesterday at Aspire Academy with the Lebanese School winning the title after overcoming the Philippine International School Qatar (PISQ), 58-47. The tournament was held under the auspices of the International Basketball Federation (FIBA), in partnership with the Qatar Basketball Federation (QBF) and the Qatar School Sports Federation. The Lebanese team claimed the title of the inaugural edition, held in a vibrant atmosphere and attended by members of the Organising Committee, Lebanese and Filipino supporters. During the awards ceremony, QBF secretary-general Saadoun Sabah al-Kuwari, joined by FIBA World Basketball Cup Qatar 2027 director Predrag Bogosavljev and Ahmed al-Darwish, competitions director of the Organising Committee of the FIBA Basketball World Cup Qatar 2027, crowned Lebanese School with the championship trophy and gold medals. The PISQ secured second place with silver medals, while GEMS American Academy Qatar claimed third place and bronze medals. The tournament stood as a pioneering initiative in the Middle East and globally, delivered through a competitive format inspired by the upcoming FIBA Basketball World Cup Qatar 2027. It reflects Qatar’s commitment to sustainability in sport, its dedication to building a lasting basketball legacy, and its efforts to expand the game’s popularity across the region. This event coincided with the finals of the School Olympic Programme for the 2025-26 seasons, within a comprehensive vision that blends athletic excellence with educational values. This approach contributes to developing a generation that is both sports-aware and socially responsible, capable of supporting the future of basketball while strengthening sport as a platform for human connection and friendship among nations. Thirty-two secondary schools from across Qatar participated in the 2025-26 season of the Mini World Cup, representing a diverse and vibrant educational landscape. Based on the final standings of the 2025-26 season, participating schools in the second edition (2026-27) will be eligible to represent the national teams qualified for the FIBA Basketball World Cup Qatar 2027. This initiative strengthens students’ connection to the global event and adds a strategic dimension beyond competition, contributing to a sustainable sporting legacy and reinforcing basketball’s growing presence locally and regionally. “By empowering young talents and students, we are not only raising awareness but also laying the foundations for a strong and sustainable basketball legacy,” Bogosavljev said. “Attracting more youth to the sport in this region remains a key objective.” Al-Kuwari highlighted the tournament’s success as an advanced model for leveraging sport as a tool for education and development. He emphasised that it fostered teamwork, encouraged active student participation, and expanded opportunities for volunteering, further supporting the growth and popularity of basketball among youth. Al-Darwish lauded the success of the 2025-26 World Cup season, highlighting it as a progressive educational model that seamlessly integrates sport and learning under a unified vision. Mini World Cup Project director Marwan Egho said that the tournament’s organisation embodies our unwavering commitment to upholding FIBA standards in officiating, competition formats, and court specifications. Sharing his thoughts after securing the inaugural Mini World Cup title, Lebanese School coach Gaspard Ishak commended the tournament’s excellent organisation and said that his team is determined to defend their crown in the next edition. PISQ head coach Arsenio Lacson voiced his satisfaction with his team’s performance, highlighting their solid display despite some lapses in rebounding and ball control, and conceding that the better side prevailed in the end.

5 May 2026

Lebanese School team is the inaugural Mini World Cup champion

The Mini World Cup 2025-26 season concluded yesterday at Aspire Academy with the Lebanese School winning the title after overcoming the Philippine International School Qatar (PISQ), 58-47. The tournament was held under the auspices of the International Basketball Federation (FIBA), in partnership with the Qatar Basketball Federation (QBF) and the Qatar School Sports Federation. The Lebanese team claimed the title of the inaugural edition, held in a vibrant atmosphere and attended by members of the Organising Committee, Lebanese and Filipino supporters. During the awards ceremony, QBF secretary-general Saadoun Sabah al-Kuwari, joined by FIBA World Basketball Cup Qatar 2027 director Predrag Bogosavljev and Ahmed al-Darwish, competitions director of the Organising Committee of the FIBA Basketball World Cup Qatar 2027, crowned Lebanese School with the championship trophy and gold medals. The PISQ secured second place with silver medals, while GEMS American Academy Qatar claimed third place and bronze medals. The tournament stood as a pioneering initiative in the Middle East and globally, delivered through a competitive format inspired by the upcoming FIBA Basketball World Cup Qatar 2027. It reflects Qatar’s commitment to sustainability in sport, its dedication to building a lasting basketball legacy, and its efforts to expand the game’s popularity across the region. This event coincided with the finals of the School Olympic Programme for the 2025-26 seasons, within a comprehensive vision that blends athletic excellence with educational values. This approach contributes to developing a generation that is both sports-aware and socially responsible, capable of supporting the future of basketball while strengthening sport as a platform for human connection and friendship among nations. Thirty-two secondary schools from across Qatar participated in the 2025-26 season of the Mini World Cup, representing a diverse and vibrant educational landscape. Based on the final standings of the 2025-26 season, participating schools in the second edition (2026-27) will be eligible to represent the national teams qualified for the FIBA Basketball World Cup Qatar 2027. This initiative strengthens students’ connection to the global event and adds a strategic dimension beyond competition, contributing to a sustainable sporting legacy and reinforcing basketball’s growing presence locally and regionally. “By empowering young talents and students, we are not only raising awareness but also laying the foundations for a strong and sustainable basketball legacy,” Bogosavljev said. “Attracting more youth to the sport in this region remains a key objective.” Al-Kuwari highlighted the tournament’s success as an advanced model for leveraging sport as a tool for education and development. He emphasised that it fostered teamwork, encouraged active student participation, and expanded opportunities for volunteering, further supporting the growth and popularity of basketball among youth. Al-Darwish lauded the success of the 2025-26 World Cup season, highlighting it as a progressive educational model that seamlessly integrates sport and learning under a unified vision. Mini World Cup Project director Marwan Egho said that the tournament’s organisation embodies our unwavering commitment to upholding FIBA standards in officiating, competition formats, and court specifications. Sharing his thoughts after securing the inaugural Mini World Cup title, Lebanese School coach Gaspard Ishak commended the tournament’s excellent organisation and said that his team is determined to defend their crown in the next edition. PISQ head coach Arsenio Lacson voiced his satisfaction with his team’s performance, highlighting their solid display despite some lapses in rebounding and ball control, and conceding that the better side prevailed in the end.

5 May 2026

Green Panthers, Potros, Fermi, Spartans y Raiders triunfaron en Liga Junior

Este domingo se disputó la cuarta fecha de la Liga Junior , con una cartelera de seis partidos en la cancha principal del Yappy Park de Paseo del Norte . En el primer encuentro, los Green Panthers del Instituto Panamericano vencieron 2-0 a los Lions del Colegio Real , con goles de Ángel Ibargüen y Nicolás Suárez . View this post on Instagram El segundo partido terminó en empate sin goles entre los Thunders del Instituto Atenea y los Tigers del Smart Academy , en un duelo marcado por la solidez defensiva. View this post on Instagram El tercer choque fue triunfo de los Potros del Thomas Jefferson School (2-0) sobre los Fighting Owls de la Academia Interamericana , con tantos de Jorge Serrano y Johao Gutiérrez . View this post on Instagram En el cuarto cotejo, el Instituto Enrico Fermi derrotó por la mínima a las Águilas del Colegio Javier , con un gol de Lukas Cabrera . View this post on Instagram El penúltimo encuentro fue victoria de los Spartans del Colegio La Salle (2-0) sobre los Mustangs del Panamerican School , con un doblete de Lucas González . View this post on Instagram El cierre de la jornada dejó el triunfo 3-1 de los Brader Raiders sobre los Dolphins del International School of Panama . Bruno Sierra marcó un doblete y André Franco añadió otro, mientras que Raúl Zarak descontó. View this post on Instagram Tras estos resultados, el Instituto Enrico Fermi lidera en solitario el Grupo A con nueve puntos , seguido por La Salle con ocho . En el Grupo B , el Metropolitan School y el Instituto Panamericano comparten la cima con siete unidades , seguidos por el Thomas Jefferson School con seis . Calendario de la quinta fecha La quinta jornada de la Liga Junior se disputará este domingo, con seis partidos en la cancha principal del Yappy Park de Paseo del Norte , bajo el siguiente itinerario: View this post on Instagram El Colegio de Panamá vs Colegio Javier – 8:30 a.m. Colegio La Salle vs International School – 9:30 a.m. Colegio Brader vs Instituto Enrico Fermi – 10:30 a.m. Metropolitan School vs Instituto Panamericano – 11:30 a.m. Academia Interamericana vs Colegio Real – 12:30 p.m. Thomas Jefferson School vs Smart Academy – 1:30 p.m.

5 May 2026

Finland looks to tighten rules on international students’ finances

The proposals, announced by the Finnish Ministry of Economic Affairs and Employment last week, form the first of two planned legislative packages to make sure students can financially support themselves while studying in the country. Under the draft law, receiving social assistance would become a specific reason for cancelling a residence permit. While authorities would still carry out an overall assessment, the proposal states that even a single instance of claiming support would, as a rule, lead to permit cancellation. “The majority of international students in Finland are doing well and able to make ends meet, as is required by their residence permit. However, we must make sure that students do not end up in a vulnerable position and that they meet the conditions of their residence permit,” said minister of employment, Matias Marttinen. The measures would apply to students from outside the EU and EEA studying in both higher education and upper secondary institutions, and, if approved, are expected to come into effect later this year. We must make sure that students do not end up in a vulnerable position and that they meet the conditions of their residence permit Matias Mattinen, Finnish government The government said the changes would strengthen monitoring of students’ financial situations. Between September 2023 and December 2025, more than 37,000 residence permits were reviewed by the Finnish Immigration Service, with 333 cases involving applications for social assistance, it said. Officials believe the stricter rules will further reduce reliance on public funds, ensure international students have a good understanding of Finland’s living costs and crack down on misuse of the system. Meanwhile, a second package is expected to introduce steps aimed at preventing students from falling into financial difficulty in the first place. Under this raft of measures, international students would have to live in Finland for at least a year before dependents, including family members, would be allowed to join them. The government would also set out a fixed minimum amount of money students must have to live in the country, and this figure would be clearly set out in law. The same rules used to refuse university-level international students visas or residence permits would be applied to school-level students, as well as their family members. And a new language proficiency requirement would be introduced for study permits, to prevent cases where students’ language skills are not at the correct standard to study in Finland. The second package is shortly expected to be sent for public consultation. The latest figures suggest that some 22,000 international students currently study in Finland – although these numbers date back to 2022 and the true number could now be much higher. Students from outside the EU or EEA have to pay relatively high tuition fees for taught programs, with fees ranging between €8,000 and €20,000 per year depending on the institution and the program. The proposals reflect a broader trend across Europe, where governments are tightening migration and compliance rules for international students while continuing to compete globally for talent. In a similar move, Denmark made headlines last year for taking steps to make it harder for international students to study at its universities over fears education is being used as a back door into the Danish labour market. New legislation is set to impose stricter academic entry requirements, restrictions on spouses, national reviews of forged documents, and shorter post-study work permits for third-country students in response to rising concerns. The post Finland looks to tighten rules on international students’ finances appeared first on The PIE News .

5 May 2026

New Zealand-India free trade agreement puts mobility in play

New Zealand has, for the first time, signed a dedicated annex on student mobility and post-study work rights with India as part of its free trade agreement (FTA), placing education and skills pathways at the centre of bilateral ties. The annex locks in key provisions for Indian students, guaranteeing 20-hour work rights during study and clearer post-study pathways of up to three years for graduates and four for doctoral candidates. While international students in New Zealand are currently allowed to work part-time and apply for post-study work visas, stakeholders say the annex is significant as it guarantees these rights specifically for Indian students and signals greater policy certainty. Alongside student mobility, the FTA introduces a limited Temporary Employment Entry (TEE) visa pathway for Indian professionals, allowing 1,667 visas annually over an initial three-year period, with a cap of 5,000 visa holders at any given time. The pathway spans sectors such as IT, engineering, healthcare, education and construction, alongside roles like yoga instructors, Indian chefs and music teachers. A separate working holiday scheme will allow 1,000 young Indians to live and work in New Zealand for up to 12 months, reflecting a broader but still controlled approach to mobility. The country-specific guarantee can only be leveraged in its true sense if there is a shift in perception, and high-value Indian students receive fairer treatment, with a more positive lens applied to assessment tools Vijeta Kanwar, New Zealand Gateway The provisions come at a time when strong demand for New Zealand in India has yet to translate into strong applications, despite the country being one of its largest source markets. “It’s encouraging to see mobility provisions coming into focus through the FTA. New Zealand has not traditionally been a first-choice destination for Indian students, but it is now entering the conversation in a much more serious way,” Kshitij Garg, managing director at Estero Education Services , a New Zealand-focused education organisation with a strong presence in India, told The PIE News . “Demand for New Zealand is extremely high at the moment, with students keen to know more. However, it will be a space to watch how this interest translates into applications and active student mobility.” While a recent survey places New Zealand among the top three study destinations, growing interest from markets like India continues to build, with conversion trends linked to tighter checks and financial requirements, Garg said, adding that clearer policy direction and realistic expectations will be key as the FTA framework evolves. “There is no perfect outcome with any FTA. It’s an evolving process where governments and industries will assess what is working and what isn’t, and refine policies over time,” Garg said. “Students often compare destinations based on long-term outcomes like residency. New Zealand is part of that comparison, but expectations need to be realistic.” According to Vijeta Kanwar, director of operations at New Zealand Gateway , the provisions are both encouraging and pragmatic, but it remains to be seen how New Zealand will ensure a level playing field for Indian students compared to other markets. “New Zealand government representatives have been vocal about their endeavour to bring in more diversity in student recruitment, and this perception can disadvantage Indian students,” Kanwar said. “The country-specific guarantee can only be leveraged in its true sense if there is a shift in perception, and high-value Indian students receive fairer treatment, with a more positive lens applied to assessment tools.” While Kanwar noted that New Zealand’s TEE visas for India account for less than 6% of overall skilled migration, the initiative has already drawn criticism within government ranks over its potential impact on labour market policy, amid economic slowdown and rising inflation. But despite a record number of New Zealanders leaving the country amid economic stagnation, many to Australia, optimism remains around net migration, supported in part by mobility initiatives under the FTA. “Net migration remains positive despite the outward mobility of approximately 68,000 Kiwis last year,” Kanwar said. “Positive sentiment also remains high due to New Zealand’s uniqueness — its culture of inclusivity and acceptance, climate, generous post-study work opportunities, work-life balance, safety, and well-being.” Beyond mobility, the FTA lowers tariffs on key imports such as kiwis and apples, while expanding opportunities for Indian exports. Concluded in December after around nine months of negotiations, the agreement will cut or remove tariffs on 95% of New Zealand’s exports to India. The agreement expands access across 118 services sectors, including professional services, construction, telecoms and tourism, and now awaits parliamentary approval in New Zealand, where trade deals have historically enjoyed bipartisan backing. The post New Zealand-India free trade agreement puts mobility in play appeared first on The PIE News .

5 May 2026

Beechside views: Are we brave enough to admit that one size doesn’t fit all in higher education?

The magic of the UK higher education sector lies in its diversity. Whether old or new, urban or rural, multi‑faculty or specialist, the UK is blessed with a rich range of institutions that cater to different student needs and ambitions. We rightly celebrate this variety of institutional missions and their student bodies, and we often insist that such plurality is a strength of the system. Yet, when it comes to policy design, funding competitions and public debate about higher education, we revert time and again to a remarkably narrow idea of what a ‘successful’ university looks like. The dominant model In England, at least, the higher education landscape increasingly operates as though one model fits all. That model is implicitly research‑intensive, multi‑faculty and internationally competitive, with the Russell Group often serving as the unspoken benchmark against which all others are judged. Of course, Russell Group universities do excellent work – and I am personally all the richer for having attended two Russell Group institutions as part of my own higher education journey. But these institutions are certainly not the only game in town. Their continued dominance reflects not just their strengths, but a collective failure across the sector to articulate a credible alternative vision of success for institutions that look and behave very differently. Boxed-in by design? In a 2025 HEPI report co‑authored with City St George’s colleague Professor André Spicer, I argued that British universities have become “boxed in” by policy frameworks that reward convergence rather than differentiation. Funding mechanisms, assessment exercises and regulatory expectations may appear inclusive, but in practice they tend to privilege scale, research intensity and administrative capacity. The result is that institutions already best equipped to compete on these terms continue to pull away, leaving others to mimic their operating model rather than innovate or evolve in line with their unique missions. Success is measured through a narrow set of indicators that only a small proportion of institutions can realistically dominate This has created a fundamental paradox at the heart of our higher education system – one that claims to champion diversity and student choice, yet quietly encourages institutions to become more alike. Under this settlement: small specialist institutions are expected to perform like large, multi‑faculty universities, despite lacking both the capacity to cross‑subsidise in periods of financial pressure and the back‑office infrastructure to manage growing regulatory demands; teaching‑focused, vocational and technical providers are nudged towards research agendas that may sit uncomfortably with their core purpose; and regionally rooted universities with strong civic missions are judged against metrics that prioritise global reach over local impact. All the while, success is measured through a narrow set of indicators that only a small proportion of institutions can realistically dominate. Fear of differentiation Nevertheless, the idea of placing universities into different “boxes” provokes strong resistance across the sector. For many, differentiation conjures up uncomfortable memories of the binary divide between universities and polytechnics, raising fears of entrenched hierarchies. In this context, concerns that re-categorisation might limit ambition or lock providers into a lower social status are understandable. Yet, there is also a risk in allowing these fears to shut down the debate entirely since our system already sorts institutions into boxes – albeit implicitly. Current regulatory and funding settlements also produce a hierarchy, whether we acknowledge it or not. And this hierarchy fails to recognise the full range of contributions that different providers make to students, communities and their local economies. Mission over mimicry A more honest conversation would therefore start from the premise that higher education is not, and should not be, a single ecosystem with a single purpose. Research‑intensive universities, vocational and technical institutions, small specialists and regionally anchored providers all play distinct roles in our sector. Expecting each of them to thrive under a blanket policy framework is not only unrealistic, but it can be actively damaging to their sustainability. Instead, if policy were designed around institutional missions rather than ideals, we might begin to see meaningful change. Funding competitions could be shaped with different provider types in mind, recognising varied forms of excellence and impact. Accountability measures could reflect what institutions are actually trying to achieve, rather than what we assume all universities ought to look like. And success could be defined more expansively, encompassing high‑quality teaching, skills development, civic engagement and applied research alongside traditional academic outputs. A plea for realism This is not a call for a rigid re-categorisation or top‑down labelling of our universities, nor is it an argument that institutions should be prevented from evolving. Rather, it is a plea for policy realism. Differentiation, if designed transparently and collaboratively, could protect institutional mission integrity rather than erode it. It could give providers permission to lean into what they do best, instead of continually chasing someone else’s definition of prestige. Crucially, this is not a challenge that policymakers can solve alone. Governments default to ‘one‑size‑fits‑all’ solutions partly because they are time‑poor, but also because the sector itself has never reached consensus on what a differentiated system should look like – or been willing to confront the trade‑offs such a system would entail. Too often, calls for diversity stop short of accepting that genuine diversity requires different rules. Hard talk If we want a higher education system that truly serves a wide range of societal needs, then we may need to be braver in our internal conversations. That means acknowledging uncomfortable truths about power and privilege, and resisting the temptation to believe that holding all institutions to identical regulatory requirements necessarily delivers fair outcomes. If we want a higher education system that truly serves a wide range of societal needs, then we may need to be braver in our internal conversations The question, then, is not whether all universities can or should be the same. The real question is whether the sector is ready to work collectively towards a system that reflects our rich diversity and allows it to thrive. The post Beechside views: Are we brave enough to admit that one size doesn’t fit all in higher education? appeared first on The PIE News .

5 May 2026

WEBINAR: A university’s full support for a Zimbabwean student in Europe

Lucy Nyoni has recently moved from Zimbabwe to Portugal to pursue an International MBA at Porto Business School. No stranger to studying abroad, in 2015 Lucy completed her undergrad in Namibia at the University of Namibia, before returning to Zimbabwe to work in accounting. While studying in Porto, she does not need to pay for either tuition or accommodation, with 100% of tuition awarded by the Dean’s Scholarship and support for accommodation by TSH Talent Foundation. But a full ride wasn’t actually what she expected when she landed in Portugal. The Zimbabwe native’s family was fully prepared to even sell their property so she can study in Europe. Here’s her story.

5 May 2026

Charting the new education financing landscape: macro stability, rising costs and the India opportunity

Despite a challenging macro environment and ongoing geopolitical tensions affecting international mobility, the Indian education loan sector continues to be supported by strong structural demand. India’s large young population (aged 15-29 years), rising urbanisation, and an expanding middle class are expected to sustain economic growth and strengthen the country’s position among the world’s leading economies. Thus, financing penetration remains the primary driver of growth in the overseas education loan market, given the substantial size and untapped potential of the segment. India’s overall education market is projected to grow at a Compound Annual Growth Rate (CAGR) of 11-13% between CY24 to CY29, driven primarily by an increase in higher education demands. The demand is impelled by the aspiration for better quality education, supportive immigration policies, and the pursuit of an improved standard of living. But access to funding remains a barrier for many Indian students, further emphasising the critical need of resolute and reliable education financing solutions to bridge the gap between aspiration and access. These opportunities are facilitating NBFC lenders, which are outpacing banks in the education loan sector, to grow their presence, especially among the largely underserved low and middle-income population. India’s macroeconomic environment has become more supportive for long-term borrowing decisions, with greater stability in both interest rates and inflation. The Reserve Bank of India (RBI) lowered the repo rate by a total of 125 basis points (bps) from 6.5% to 5.25% between February and December 2025 to support growth amid low inflation. As of February 2026, the rate remains unchanged at 5.25%. This reflects a calibrated effort to support growth while keeping inflation within the RBI’s target range. The consumer price inflation also declined in April 2025, which helped towards a more stable background for household and borrowers. Together, these shifts suggest supportive environment for long-term financial decisions and a steadier credit cycle in India. This improved macro backdrop sits alongside a broader increase of India’s formal financial system, with the RBI’s Financial Inclusion Index improving through FY24 reflecting stronger access, usage, and quality across financial services. The regulatory environment has also evolved to support credit flow to the NBFC sector, thus ensuring adequate credit transmission to underserved segments of the economy and providing a more supportive backdrop for the sector. In CY24, the education market in India (both overseas and domestic) was projected to grow at 11-13% CAGR in value. Newer academic destinations are becoming more popular among Indian students. In CY24, around 26% of international students in the leading education hubs (including the US, the UK, Australia and Canada) were Indians. With rising education costs and income disparity with Indian households, accessible financing options are becoming increasingly critical for students pursuing overseas education With rising education costs and income disparity with Indian households, accessible financing options are becoming increasingly critical for students pursuing overseas education. On the other hand, India’s gross enrolment ratio stands significantly lower than developed markets. This disparity reflects substantial unutilised potential in the higher education landscape. There are several factors contributing to this such as limited access to quality institutions, financial constraints, and socioeconomic factors. As the domestic education market continues to grow, there is an increasing need for education financing, especially within higher education. While government initiatives and an increase in the number of institutions contribute to greater access, the cost of quality education remains a barrier for many. Education financing is steadily moving to the centre of India’s growth story, as more students seek pathways to quality learning and long-term upward mobility. The need ahead is not only for greater capital, but for more thoughtful, specialised, and dependable financing frameworks that can keep pace with the realities of modern education. About the author: Hitesh Parashar is chief business officer at Credila. He holds a bachelor’s degree in engineering from Bhavnagar University, Gujarat and passed the examinations in relation to the post-graduate diploma in business management conducted by Institute of Management Technology, Ghaziabad. He is involved in the strategic and business planning and overseeing the day-to-day sales and distribution for the company. Prior to joining the company, he was associated with Fullerton India Credit Company Limited, ICICI Bank Limited, General Electric Countrywide Consumer Financial Services Limited, and Hindustan Petroleum Corporation Limited. He has over 20 years of experience in the field of sales, marketing, distribution, and product management. The post Charting the new education financing landscape: macro stability, rising costs and the India opportunity appeared first on The PIE News .

5 May 2026

The financial guilt of studying abroad

Financial stress and financial guilt. These are the two feelings international students can never avoid while studying abroad. This is especially true with the increasing price of education. In Seoul, South Korea, universities are rushing to increase tuition fees for international students by 2.5 to 3.19% for the 2026 academic year. In 2025, the highest recorded was 5.49%. Despite the increase, it’s still relatively affordable. However, international students in the US are at the mercy of high university tuition fees. Let’s put it into perspective. Tuition fees in South Korea, for instance, range from 8.6 million won to 16 million won (US$6,000 to US$12,000) per year. In the US, it may cost international students US$28,386 to US$58,628 per year. For Jugal Bhatt , a Master’s of Computer Science graduate from the University of Illinois Urbana-Champaign (UIUC), figuring out how to pay the high fees wasn’t really an issue. He was fortunate enough to get some help from his parents. “Honestly, I wouldn’t say my parents are rich, but they are comfortable enough to support my education in the US,” he shares. “ When applying, I couldn’t secure a scholarship either way, as UIUC do not offer many scholarships or financial aid for international students.” This is where the financial guilt comes in. Bhatt is a graduate of Vellore Institute of Technology. Source: Jugal Bhatt “Is it even going to be worth the amount I’m putting in?” Paying US$31,193 a semester is rough. Bhatt knows it, even if his parents were the ones footing the bill. His parents were already growing old, and he knew they should not be draining their bank account to fund his education in the US. It sent him into a spiral of doubts. “Is this worth it? Should I do this?” Bhatt wonders. “I kept asking myself that. My parents were so supportive, but as a grown adult, you feel that you shouldn’t be getting this much help from your parents.” Despite the financial guilt he felt throughout the application period and his first semester in the US, Bhatt was sure of himself. He was sure that with the skills he would learn through the Master’s of Computer Science, he would get a high-paying job and be able to earn back the money spent on his education sooner rather than later, so he could pay his parents back. That’s not all; the minute he landed in the US, Bhatt knew he had to find ways to help alleviate the financial stress. Bhatt is originally from India. Source: Jugal Bhatt 3 ways for you to help ease your financial stress as an international student in the US With minimal financial subsidies from the university, the only legal way was to take up jobs on campus. International students in the US on an F-1 or J-1 visa can work through on-campus jobs, permitted immediately upon arrival, with only a maximum of 20 hours per week during semesters and full-time during school breaks. The path he took was a common route many international students take; however, it doesn’t necessarily mean you’ll get paid well. Ronald Vincenzo Khaw de Leon , a former international student from Berklee College of Music, struggled to find jobs that could cover the cost of living. “I was only able to find seasonal jobs that paid US$4 above minimum wage, but it would only be for three times the whole semester — hardly enough to cover rent and food,” Vincenzo shares. Bhatt managed to find a way to earn extra cash for a longer time. Here are three ways to help reduce the financial stress of studying abroad: Jugal Bhatt is a software engineer at Amazon in the US. Source: Jugal Bhatt Work as a teaching assistant or research assistant “There’s something called a ‘graduate funding opportunities’ for master’s students,” Bhatt shares. “You’ll become either a teaching assistant or a research assistant.” It was hard at first, especially as an international student. “I was actively applying and reaching out to several professors, but no luck,” he says. “But one day, I was having a chat with my flatmate and asked him how he managed to get his teaching assistant job. To my luck, he was actually graduating soon, so his position will soon be vacant.” Bhatt met up with the professor and pitched himself. “The class I had to teach was actually on the topics I had worked on as a full-time software engineer in India,” Bhatt recalls. “So, the skill sets I have and the requirements the professor needed aligned. So, I got the job.” Best of all, Bhatt was able to participate in research and even secure another teaching assistant job for the following semester. If you get hired for these positions, you’ll get paid a stipend along with a tuition waiver. “Every month, I would get paid US$2,900 before taxes,” he shares. “It would come down to about US$2,524 after taxes.” Bhatt was able to sustain himself. Paying for rent, buying groceries, and even eating out became easier. His financial stress, even financial guilt, started to lessen. “It was more than enough for the town I was living in, and I was even able to save a lot of money,” Bhatt says. Before joining Amazon, Bhatt was a founding software engineer at LiletLLM (YC W23), an open source Python SDK and Python FastAPI Server. Source: Jugal Bhatt Apply for hourly based jobs with university clubs If teaching and research assistant jobs are hard to come by, consider applying for hourly based jobs with university clubs. “If I weren’t able to get the jobs, I was planning on applying for work elsewhere on campus,” Bhatt explains. “Possibly taking up an IT role or maybe even working alongside the photography club. While they don’t pay as much as teaching or research assistant jobs, I would at least be able to pay my rent and food expenses.” Become a resident advisor While this isn’t Bhatt’s tip or experience, it’s been well documented that becoming a resident advisor (RA) is the way to go. Housing would cost between US$6,000 to US$24,000 per year, and becoming an RA meant that you’ll be able to get free on-campus housing and even stipends. Imagine saving that much each year while studying abroad. Overcoming financial guilt Sometimes, even after you take action and control over your own financial circumstances like Bhatt has, you still feel this sense of guilt. Financial guilt, to be specific. Financial guilt, for the lucky ones who haven’t experienced it before, is that feeling of emotional distress, shame, or anxiety that stems from financial decisions or status, often rooted in past scarcity and comparison. International students, especially those living in a country where things are more expensive and the currency is stronger, have a tendency to feel this guilt. But it’s definitely not a healthy and sustainable mindset to have. With that in mind, it’s important to practice self-compassion and acknowledge past financial mistakes without judgement. And of course, creating a proactive, realistic financial plan does definitely help.

5 May 2026

Feeling lost? A Columbia MBA student shares how he dealt with uncertainty during his journey

Do you ever feel like you are feeling lost or falling behind in university, career, or even in life? Joshua Han , a first-year MBA student at Columbia Business School, has something to say. “I know that when you’re going through a hard time, it can feel like you’re failing, but it’s important to reframe failure as a necessary part of the process and realise that experience – both good and bad – will compound into a valuable learning experience,” he says. “Making that simple shift in perspective today can change the outcome of your life” You might wonder why you should listen to him. Well, Han faced rejection from his undergraduate business programme, went through an emotionally turbulent first startup experience, and was laid off from his first job soon after. In his mid-twenties, he had a serious health scare and then faced more rejections during his 2023 MBA applications. Each challenge made it feel as if success were out of reach. Instead of giving up, he focused on learning from every misstep. He kept building toward the future he wanted, even when progress was slow. Over time, his persistence opened doors that once seemed closed. Today, Han studies at Columbia Business School, one of the world’s top business schools, carrying the lessons of each past struggle. So, if there is anyone who knows what it feels like to persevere through setbacks, it’s him. Joshua Han turned every “no” into motivation, using resilience to reshape his future. Source: Joshua Han What to do when life feels uncertain Han remembers a time when everything in his life seemed to be falling apart. He had just been laid off and faced a health scare, which left him feeling mentally overwhelmed. Life was moving too fast, and it was hard to see a way forward. After some reflection, he realised that despite the challenges, he was in a privileged position to make choices about his next steps. Unlike many people, he had the opportunity to pause and think about what he truly wanted to do. “I was very lucky that during most of COVID, I was working remotely, living with family for a while, and saving some money,” he says. “All of these gave me a little runway and space to think without panicking about the more critical things in life, like bills or rent.” He started to see challenges not just as obstacles, but as opportunities to learn and grow. Each small step toward clarity and purpose helped him develop a more positive outlook, which made it easier to navigate uncertainty. Rejection, which once might have been discouraging, now feels different to Han. “Honestly, it just slides right off. I have a very competitive spirit, and I know what I’m capable of when I really care about something,” he says. “Being told ‘no’ or hearing from someone that I can’t do something just makes me think, ‘Oh yeah, I’ll prove you wrong,’ and it adds fuel to the fire.” Although he admits that hearing “no” may still be frustrating, he knows it strengthens his resolve when he truly believes in something. His past experiences, including health scares and sports injuries, also shaped his ability to handle difficult situations. Over time, he learned that a strong desire to lean into challenges often signals that he is on the right path. “To achieve asymmetric returns in life, you have to be willing to put in asymmetric effort,” he says. Instead of avoiding difficulty, the Columbia Business School student chose to lean into it and keep building forward. Source: Joshua Han Taking ownership and facing challenges head-on got him into Columbia Business School Han knows that when someone is feeling lost or going through a hard time, it can feel like they are failing. Once a person starts thinking of themselves that way, it is easy to spiral into feeling stuck and keep playing the victim. For Han, what changed was taking ownership of everything in his life, both successes and setbacks, and realising that while things happen to you, how you respond is always your choice. “There’s a story I heard about the American bison that teaches us a lesson in perseverance,” he says. “When a storm approaches, it doesn’t run away; instead, it moves directly into the storm. Facing it head-on allows the storm to pass faster, instead of wasting energy running away and letting the storm slowly wear you down.” This story shows that it is better to confront failures and challenges directly, emerge stronger, and conserve energy, rather than avoid problems. In life, even after a series of setbacks, it often takes just one success or one person placing their confidence in you to change your trajectory. For Han, that turning point came in the form of being accepted into Columbia Business School. “After getting laid off from my first job out of college, I had applied to hundreds of companies, reached out to friends for work opportunities that didn’t pan out, and applied to business schools twice. However, it only took that one acceptance to get the ball rolling again,” he says. “You’re going to take some falls in life. The key is to stay positive, iterate fast, and keep falling forward.”

5 May 2026

Accepted by many, afforded by none: This Indian student got into US institutes. She just can’t get there.

In March and April, Paramjot Kaur of New Delhi, India, received many emails from highly respectable, top-tier US universities. She’s been accepted by Washington State in St. Louis, Boston University, UT Austin, and UT Dallas, and University of Miami. The first two had acceptance rates of around 12%. Where others would be happy, Kaur isn’t. She can’t attend. Not when she can’t afford tuition. Not when it costs an arm and a leg just to travel to American shores. Education as a way to escape the cycle of poverty Raised by a single mum, Kaur is a 12th grade “pass-out” (which, in Indian English, means a graduate) with dreams of studying abroad. More than her own future, it’s her mum’s that she seems to be more concerned about. “There exists an invisible burden on my shoulders to get her out of this place and to give her a bright life ahead,” she says. And she believes an education abroad is a ticket to that future. “India is equally as good, but where I live, the campuses are not well-oriented with the actual courses I want to do,” she says. “For example, if I wanted to double major in maths and stats plus physics, it’s not allowed here. It’s just vague branches of physics, chemistry and maths.” She’s even heard of a student who never studied biology in high school, but was forced to take — and flunk — a biology course in university. The only school, she believes, that has the research rigour and alignment she wanted, is IISc — the Indian Institute of Science. But the competition is cutthroat. India has a population of 1.5 billion but IISc only has 120 to 150 seats for its Bachelor of Science (Research) programme. “I felt like going to US might be a little better. The ROI, the return of investment would be even greater,” the 18-year-old says. “Personally, what I want to do, the LPA (lakhs, an Indian numbering system meaning one hundred thousand, per annum) we get here is not as in the foreign countries and all.” So, she set her sights on America, the land of opportunity. Scholarships do help students who can’t afford tuition, but oftentimes, they also need aid for travel and living expenses. Source: Paramjot Kaur There are aids for those who can’t afford tuition, but at what cost Knowing that she can’t afford tuition if she were to pay out of pocket, Kaur worked hard on her extracurriculars for five years, hoping she’d get some aid or other from the universities in US. “But it did not happen,” she says. A few US universities did offer aid, but it only ranged from US$5,000 to U$10,000. While helpful, that figure doesn’t make a big-enough dent in a tuition of US$70,000 to US$80,000. And that’s before housing and other living costs. “If I take a loan, it goes on to my mother and I have a little brother as well,” Kaur says. “So I feel it will be kind of overburdening them.” Money has held her back before. Last year, she was accepted into the Yale Young Global Scholars (YYGS) academic enrichment programme for outstanding high school students from around the world. Only 13% to 30% applicants get chosen. They offered her a full scholarship, but the travel and imbursement costs would tally to around five lakh rupees (around US$5,000). “Just three, four days back, I got accepted into the Princeton Math Programme. It’s highly selective, with less than 10% acceptance rate,” she says, referring to the online Princeton STEM Initiative for mathematics programme for talented middle and high school students. “But then I scrolled and I saw US$1,500 and it broke my heart because it happens every time,” she says. “The more I’m trying to expand my education, the more I see that I cannot afford the price. I just feel bad that we have to fight for our educational rights.” She understands that fees are warranted for summer programmes. But she can’t help but feel sour that underprivileged kids are sidelined. “The poor have so many dreams to achieve, goals to achieve, but they don’t have access to these opportunities,” she says. “Or even if they do, education is so expensive these days.” Kaur can’t afford tuition for US institutions, but Australian universities might be a better bet. Source: Paramjot Kaur Crowdfunding to attend University of Melbourne With the US being too expensive, Kaur has chosen to attend the University of Melbourne . It’s a great institute (the top university in Australia and a top-20 institution globally), the courses aligned with her ambitions, and the costs were manageable. But there’s yet another obstacle. The Australian school year begins in February, which is when the residential scholarship begins. But Kaur has opted for a mid-year intake and is not eligible for the aid yet. “And I don’t want to miss this semester because it will be a semester gap,” she says. Not one to give up so easily, Kaur has turned to fundraising on Ketto, a crowdfunding site in India. “I had seen actually people raising money and I think there’s no harm,” Kaur says. “I just wanted to remove the burden from my mother.” Worst case scenario, Kaur is ready to put in the elbow grease and work to pay for her first semester before the residential scholarship kicks in. Some may see her decision to attend the University of Melbourne as “settling” because she can’t afford tuition in the US. But to Kaur, it’s as much of a win as any. “Don’t define yourself based on what college you get into,” she advises. “Because you can define the college by what you choose to do there. Even if I go to Melbourne or any university, I just feel like I have to own that university. I have to create the best out of what it gives me because everyone is not at the same path, right?” Kaur was also accepted into the University of Sydney. Source: Paramjot Kaur When meritocracy has an entry fee As a society, we rant and rave about the importance of education. But if education is meant to be this great equaliser, then why is access to it not even equal? Why are brilliant students edged out just because they can’t afford tuition? Kaur has rightfully secured her spot in top schools of America. In a utopian meritocracy, that would be enough. But meritocracy, as we practise it, is deeply flawed. It assumes a level playing field, which rarely exists, and entrenches privilege rather than promoting fairness. The student who doesn’t have to help her mum with work after school likely has more time to study and perfect her personal essay. And even when her less privileged peer pens just as good an essay, the cost of entering the room is too great to bear. And for schools that know she can’t afford tuition? Don’t even bother. “Needs-aware institutions completely rejected me because I needed aid and can’t afford the tuition,” Kaur comments. Needs-aware, or needs-sensitive, colleges are ones that consider an applicant’s ability to pay tuition when making admission decisions. And oftentimes, a student cannot even attempt to set one foot in the door. Applying to universities can be costly even for locals. For international students, it’s worse. Kaur had wanted to apply to the University of California (UC) system, but the application fees are US$95 per campus for international applicants. “Our application process is hindered itself,” Kaur says. “We are not even allowed to apply at this point because my mother cannot afford to pay US$300 to apply to three UCs.” Is it still worth it to go to university? Given all the challenges, some may think that Kaur is better off giving up altogether. But Kaur actually thinks her journey has given her character. “It’s better if you just start from rock bottom instead of getting a silver spoon in your hand, because that’s what is going to get you through life,” she says. Envisioning the ideal future, she sees herself double-majoring in maths and physics while minoring in international relations or political science. “I mean, it’s kind of a big load for me to take. I know that very well, but pressure is [also] a privilege,” she says. “It’s okay. I’ll try my best, whatever happens.” Speaking about her seemingly endless optimism, Kaur declares: “I just feel like the world hasn’t ended. Melbourne has accepted me. It’s alright and things are going to work out.”

5 May 2026

13 most walkable student cities in the world where everything’s within reach

Picture this: you’re an international student, miles away from home, and getting from one destination to another has proven to be your biggest challenge. Perhaps you’re in a city like Los Angeles, which doesn’t have decent public transportation. Maybe you’re in a country like Brazil, where it’s often too expensive to buy a car. How are you going to enjoy, or even survive, your time abroad when even the grocery store’s an hour’s journey away? In Canada, a study shows that 61% of students said their commute was “a barrier to campus participation.” Here’s a simple solution: walkable student cities. Walkable student cities are designed with pedestrians as the priority. The term “ walkability ” gained traction in the 90s, used by advocates and city designers as an approach to New Urbanism, which promotes human-scaled urban design – narrow streets, mixed-use neighbourhoods, and close to public spaces. But how do walkable student cities truly benefit you, and the world? One of the most unwalkable cities in the world? Honolulu, Hawai’i As beautiful and picturesque as Honolulu is, walking isn’t exactly the best way to get from point A to point B. The city itself is built more for cars than for pedestrians, with long stretches of wide roads and limited sidewalks that make getting around on foot a real challenge. “The island isn’t set up for pedestrians,” (Adé)Kúnmi Ọlátúnjí, a PhD student in Hawai’i, shares. “You need a car to get anywhere, and on my stipend, I can’t even afford a car or gas.” Even if you were to co-share a car, it’s expensive. Now, just imagine if you’re living alone — you’d have to bear the full burden of the expenses. To get cheaper rent, you’d have to live a little outside of the city. That means getting into the city would be a hassle, as the roads aren’t walkable and public transport is the only way in. Even so, public transport isn’t always reliable. This is why you should live in a walkable city Now, picture this: streets designed for people to walk or bike to school and work safely. Hospitals and grocery stores are just around the corner, as are your favourite cafes and parks. The neighbourhoods aren’t drowning in the stench of petrol or loud noises that’ll make your ears burst. This concept is known as the 15-minute city , which has been adopted by names like Milan, Shanghai, and Barcelona. European cities were found to be the most pedestrian-friendly , with the average Milanese needing to walk only about seven minutes to reach amenities. That also means you’re living nearby not only buildings, but people . You’re more likely to build close connections, and it helps you foster a sense of community. Aside from everything being accessible to each other, walkable student cities allow you to live an active lifestyle – perfect if you turn your nose up at the sight of a gym. According to a study from Boston University , adults living in walkable communities are 1.5 times more likely to be physically active than those who aren’t. It reduces cases of obesity, strokes, heart diseases, and more. It’s not only human health that improves. Transportation accounts for 29% of greenhouse gas emissions in the US, the highest among all sectors. Reducing the number of cars on the road would decrease pollutants such as nitrogen dioxide, carbon monoxide, hydrocarbons, and others. It’s also better for the economy, since walking, inevitably, costs the city less than public transportation. It generates business activity, and yields a high return on public investment due to its “ impact on retail sales and tax values.” Most walkable student cities in the world The city of Baguio has mandated that motorists who fail to yield to pedestrians will receive a fine ticket. 1. Baguio, Philippines Home to six universities, the city of Baguio in the Philippines is one of the most walkable student cities in Southeast Asia. The pedestrian-friendly sidewalks are wide, clean, and available around key locations such as Burnham Park, Malcolm Square, Session Road, and Mines View Park that are within a few kilometres of each other. To encourage people to walk more, the Baguio’s Finest has taken a significant step via the King of the Road ordinance, which mandates motorists to yield to pedestrians for at least five seconds in all pedestrian lanes and crossings, ensuring everyone’s safety. Just last month, 440 motorists were given citation tickets for disregarding these pedestrians. 2. Barcelona, Spain Barcelona boasts numerous pedestrian zones and car-free areas, including its iconic Las Ramblas, a tree-lined boulevard. You will see cafés, shops, and street performers along the walk, creating an enjoyable and relaxing walking experience. Barcelona is primarily flat and runs along the Mediterranean coastline, which makes it easier and less tiring to walk. A good central point to start is at the Plaça de Catalunya, where it links to some famous attractions you can find in the city. Bologna’s main square can be reached practically everywhere within a 15-minute stroll. 3. Bologna, Italy Planning to rent a car in Bologna? Want to ride the city in a cute Vespa? Don’t. All you need is a good pair of walking shoes, and you are ready to go! Bonus point: this is the home of one of the oldest universities in the world . Often considered highly walkable due to its compact size and clustered building arrangement, the city’s main square can be reached practically everywhere within a 15-minute stroll. The city has an extensive network of covered walkways, providing shelter from the sun and rain, which makes walking comfortable in various weather conditions. 4. Chicago, US Chicago is one of the most walkable student cities in the US. With universities like the University of Chicago , Northwestern University , and the University of Illinois Chicago , the city has pedestrian walks that are safe and secure for students to move from one place to another. Chicago’s street grid system also makes it relatively easy to navigate, with many streets running perpendicular to each other. According to a Reddit user , hundreds of thousands of people live and work in Chicago without a car. London is one of the best walkable student cities because of its tube system too. 5. London, UK Although central London, UK, has excellent connectivity with its trains (commonly called the tube) and buses to get around, walking is still preferred here. And why wouldn’t you when you’re in one of the greatest, if not the greatest capital city in the world (when it’s sunny)? University College London , Imperial College London , and the London School of Economics and Political Science are among the universities located in central London. So, if you want to study in city campuses where everything else is in reach and inspiring, consider signing up for these universities. 6. Madison, US Another walkable student city in the US is Madison, Wisconsin. With nearly 1931 kilometres of sidewalk and more than 321 kilometres of biking and hiking trails in and around the city, walking from one place to another is a breeze without ever having the need to own a car. On top of that, the city has a robust school crossing guard programme, as well as other initiatives designed to encourage more young people to walk to an educational institution, from high school kids to university students. Singapore’s public transportation is among the best in the world. 7. Singapore For students who want to experience the best hustle and bustle of Asian city life, Singapore is where you should go. Imagine it as the New York of Southeast Asia, where people are out and about, working even until late at night. And it is a good thing that the city-state has very walkable pathways that can get you from one spot to another. Its public transportation, especially its train system called the MRT, is among the best in the world. The government is very serious about this. 8. Tokyo, Japan Tokyo, Japan, is one of the most walkable cities in the world. Case in point: the Shibuya crossing, which is the world’s busiest pedestrian crossing with as many as 3,00 people using it at a time. However, the city’s population of 14 million people would pose a slight problem if you are not used to a fast-paced surrounding filled with working-class people going the same direction day and night. The same can also be said for its overuse, but always reliable trains. Upssala University in the heart of the city is the oldest university in the Nordic region. Source: Unsplash 9. Uppsala, Sweden Home to the oldest university in the Nordic region, Uppsala University , the city has a compact centre, which means you can walk or bike to most places. The university itself houses a number of museums, important art collections, and the largest library in the country, all adding to the city’s cultural vibrancy. 10. Zürich, Switzerland Zürich is not just the perfect place to walk for students, but also for everyone. Many footpaths and trails lead along the rivers and the lake, through industrial quarters or the Old Town, up to places with a view, or right through the city centre, all being far away from traffic or noise. The main attractions and points of interest, like the Grossmünster twin churches and the Augustinergasse streets, are relatively close together, making it easy to explore on foot. 11. Seoul, South Korea Our very own Study International writer, Nicole Chin , agrees that Seoul is a walkable city. “Coming from Malaysia, there are little to no walkable cities,” she shares. “But in Seoul, you can literally get anywhere on foot and on the subway. I’d walk up to 20,000 steps a day in Seoul, but in Malaysia, I’d barely make it up to 4,000 steps.” The best part about Seoul is that everything is interconnected, and not as far as you think it is; however, it’s the hills that will take you out. “Before transferring to the University of Utah in Incheon, I used to study at Hanyang University,” Nicole says. “It was hell because the university is literally located on hills, and that was one of the things I dreaded every morning, but the university did offer shuttle buses to get up the steep hills.” Bonus, if you’re in South Korea for the winter months, walking becomes 100% better. Why? Well, it’s cold, and you won’t sweat. View this post on Instagram A post shared by Mai (@mai_inuk) 12. Edinburgh, Scotland Ranked as the second most walkable city in the world, Edinburgh notes 93% of its residents rate its walkability as “good” or “amazing.” From the Edinburgh Castle to the historic Old Town, the city is designed to be explored on foot as everything is within walking distance. Its compact size makes it easy to get around without a car. The city is designed with pedestrian-friendly infrastructure, including sidewalks, well-marked crossings, and elevated walkways. 13. Macau, China China is becoming one of the most popular study abroad destinations, with hundreds of thousands of international students choosing to study there each year. Even the country’s travel and tourism economy grew by 9.9% last year , which is more than twice the global rate. Here, you will find Macau, which is listed as one of Asia’s most walkable cities with a walkability score of 78 per cent. Disclaimer: This article was last updated on May 5, 2026.

5 May 2026

9 best university towns where budget-strapped students can live large

In a college or university town, the school’s the heart that pumps life into the streets and the economy. And no, this doesn’t mean it’s always “hip” and cool. Some of the best university towns are — you’ll find Pinterest-worthy cafes and an indie record store sandwiched between the shoplots. There’d be a student in front of you dressed like a hippie and the one behind you like a goth. The buses or trains keep people streaming up and down the streets, and there’s rampant security to keep them safe. But sometimes, university towns aren’t all that. They might be isolated deserts . Perhaps, they’re towns with run-down amenities, and a large homeless population thanks to the rise in housing costs. The buses aren’t cheap, and in a place where there isn’t much, you might be stuck with nothing. Because like all things, there’s no perfect university town out there. Only ones that try their best. If you give a hard think about it, what would you want in your university town? University towns: A double-edged sword Finding the right university is a big decision for many students and their families, with many factors to consider. How highly ranked is the uni? Does it have the facilities for my programme? Are there scholarships available? Among these considerations, location plays a crucial role too. Being close to uni is always a plus, in terms of safety, convenience to get to class, and easy access to essential amenities. This is where university towns (or college towns) come into play. But what exactly are university towns? These are towns or cities whose community character is largely dominated by their college student population. In these cities, the high number of students steer local economic and social dynamics to cater primarily to their needs. The university typically stands as the largest employer, further solidifying its substantial financial influence over the town. However, the best university towns are not without their drawbacks. Davarian L. Baldwin , a Professor at Trinity College, explores the complex relationship between higher education and urban life in his book , calling for community members to have a greater role in university decision-making and for universities to be held accountable to the communities they serve. Lifestyle contrasts between students and local residents also bring about challenges. Students moving off-campus into residential neighbourhoods can disrupt community harmony, leading to complaints about behaviour and housing degradation. Despite these issues, higher education institutions can bring positive outcomes to their host cities. University towns rely heavily on the university for their economy and can struggle if the university faces challenges. And while campuses can feel like entirely separate cities, they have a major impact on the surrounding town as well. For instance, California Polytechnic State University’s policy of limited parking and restrictions on freshmen bringing cars has led to a better public transportation system in San Luis Obispo . While the relationship between a town and its university may not always be perfect, it is undeniably symbiotic, which can result in vibrant and dynamic communities. You always hear students talk about university life, but being part of the campus and the town surrounding it plays a part in the student experience too. Here’s what the internet says So what — by authority of a surface-level Google search — are the best university towns out there? In one click, you’ll find a pool clogged with lists upon lists of the best university towns in America, and by stretch, Europe. It’s one of the few places where “college town” remains a defined word for certain provinces. But here’s the catch: we’ve got seven continents on this planet, not just the Western world. Surprise, surprise. There’s a familiar phrasing binding the listed university towns. Things like they’ve got historic architecture lining the sidewalks in Oxford or pubs, cafes, and restaurants sprawled around St. Andrews. Bath’s second on the list with its display of art galleries and history museums, fit for those artisan humans. Old universities bring the novelty of past decades, and such is the case for Uppsala University — born in 1477, the oldest in Sweden. Berkeley, California, tops the 10 best college towns on the West Coast thanks to the mix of big-city bustle and small-town-esque deep cuts. QS ranked the top five student cities for 2026, too: Seoul, Tokyo, London, Munich, and Melbourne, in that order. Now, let’s flip the mirror for a second. Oxford, while considered one of the best university towns to live in, is stupidly expensive for students, like sacrificing up to 2,ooo pounds solely on expenses per month, which is kind of expensive. Uppsala is going through a housing crisis that Uppsala University’s been investigating . Seoul’s been dealing with a toxic academic elitism trait for ages, and the crime rate at Berkeley is higher than the national average. Therein lies the issue, doesn’t it? Lots of lists out there rank the best university towns from a tourism perspective more than they do the students. It’s missing the traits that students look for when they’re considering the holistic view of what makes a good place to live — sure, they’ll see if it looks pretty, but many are looking for comprehensive transport, low housing costs and or opportunity for funding from the school, a low crime rate, and so forth. So instead of the usual picks, we’ve compiled a few of the best university towns that fit the bill best. The best university towns are cheap, convenient, and chock-full of great deals for students Tygerberg Hospital, a leading healthcare facility in Bellville, provides unparalleled opportunities for medical and health sciences students. Bellville (South Africa) As a hub for higher learning, Bellville boasts major universities like the University of the Western Cape and Cape Peninsula University of Technology . These institutions offer diverse academic programmes catering to students from various backgrounds. The city’s strong academic foundation pairs well with great transport links, centred around Cape Town’s busiest public transport interchange . This connectivity empowers students to explore internship opportunities, engage in cultural activities, and experience all that the region has to offer. Baguio (Philipines) With its strong academic foundation, serene setting, and cultural richness, Baguio is positioned to become one of the best university towns in the Philippines. The city boasts six universities , including the University of the Philippines Baguio , the Philippine Military Academy and the University of Baguio . Its relatively low cost of living makes it accessible to students from different financial backgrounds, and its compact layout as a walkable city ensures that students can easily visit local amenities and attractions. Unlike Seoul’s crowded and often stressful urban environment, Songdo’s well-planned infrastructure provides students with a more pleasant and manageable living experience. Songdo (South Korea) As a newly developed smart city , Songdo hosts prestigious institutions like SUNY Korea , providing a unique opportunity to get an American education without leaving Asia. The city’s multicultural atmosphere further enhances the student experience by attracting a diverse international population and fostering a rich cultural exchange. This diversity, along with English-speaking residents and international organisations, supports international students in building global networks and adapting to life in South Korea. Wollongong (Australia) Wollongong is the best university town in Australia if you’re looking for a blend of academic excellence and a laid-back lifestyle. Home to the world-renowned University of Wollongong , the city’s stunning natural beauty and temperate climate provide the perfect backdrop for student life. When you need a break from studying, Wollongong’s Weekly food markets, botanic gardens, and peaceful study spots create a balanced environment for relaxation and focus. Before Rome, Venice, and Milan — Bologna’s the first city people will name as Italy’s quintessential university town, sprawling with artistic heritage and rich cuisine in all of its colours. Bologna (Italy) Bologna’s known as the best university town in Italy. If you can brave its summer heat, the University of Bologna is ranked at no. 133 in the QS World University Rankings 2025 . The city is walkable and accessible by public transportation. Students usually spend around 150 to 200 euros on food monthly, and you can find locally owned food grocers that are cheaper than chain supermarkets. Bologna is, however, going through a housing crisis, so that’s something you’ll want to look into before all else. São Paulo is a cosmopolitan city with streets filled with people from all walks of life. And, it’s a safer option in comparison to the popular Rio de Janeiro. São Paulo (Brazil) With a 12 million population, São Paulo is too big to really be a university town. But think New York City, Tokyo, Seoul — cities commonly ranked as the best for students. If you want a place like that, where there’s always something to do, then consider São Paulo. It’s home to the University of São Paulo , ranked amongst the global best, with research pioneers in science and technology. The best thing about the city is the people. Locals and expats are warm and welcoming, so you will find your people. One tip: keep your belongings close, and don’t travel alone at night. It is a big city after all. Athens, Georgia (USA) The downside to Athens, Georgia, is probably that it’s in the Deep South. The upside, though, is everything else. It’s one of the best university towns in the US, where you can find cheap housing options — though it has amped up through the years. The University of Georgia is known for its graduate programmes in education and law , and they’ve got students from 125 different nations . You’ll find many eateries priced reasonably, and free activities through a walkable downtown. Kuala Lumpur (Malaysia) Kuala Lumpur ranked #12 in QS Best Student Cities 2026 — and it’s no surprise why. To enjoy a comfortable student life, you will need around RM 2,000 to RM 3,000 (around US$500 to US$750) a month, making it one of the most affordable university towns for students. Though affordable, Malaysia is home to top universities such as the University of Malaya, Monash University Malaysia, and Taylor’s University. Food is also cheap, and there are plenty of options to enjoy. From local favourites like nasi lemak and roti canai to international cuisines such as Italian, Japanese, and Thai. The best part is that there are many options available 24/7. Warsaw (Poland) Warsaw, Poland, is one of the best university towns for international students on a budget. Known to be one of the most affordable in Europe, monthly expenses can start from as low as 1,500 PLN (US$412.21) up to around 5,000 PLN (US$1,374.03). Ranked #56 in QS Best Student Cities 2026 , Warsaw doesn’t just offer affordability. Here, you will find many high-quality universities such as the University of Warsaw and the Warsaw University of Technology. Many international students have praised Poland for its safety, friendly locals and reliable public transport system. Disclaimer: This article was last updated on May 5, 2026.

5 May 2026

ISP, San Agustín, IPA y AIP ganan en Liga123 Sub-10

Este domingo se disputó la cuarta fecha de la Liga123 en la categoría Sub-10 , con todos los partidos celebrados en el Geely Field de Yappy Park . La jornada abrió con la victoria de los Dolphins del International School of Panama sobre los Gators del Colegio St. Mary . Rodrigo Yagüe firmó un triplete , mientras que Giorgios Tzortzakis y Alexander Dakker aportaron un gol cada uno para ISP. Por los Gators, anotaron Milán Vieto e Ian Aguilar . View this post on Instagram El segundo partido fue triunfo del Colegio San Agustín (4-2) sobre los Lions del Colegio Real . Ian Rojas destacó con un triplete , mientras que Noah Lee sumó otro tanto. Para los Lions, Alessio Villalaz marcó un gol y el otro fue un autogol. View this post on Instagram El tercer duelo fue un empate 2-2 entre los Eagles de El Colegio de Panamá y los Knights del Oxford International School . Matías López y Gabriel Castillero anotaron para los Eagles, mientras que Daniel Hagedorn y Daniel Adames lo hicieron para los Knights. View this post on Instagram En el cuarto encuentro, los Green Panthers del Instituto Panamericano vencieron 2-1 a los Jaguars del Metropolitan School . Isaac Guevara firmó un doblete , mientras que David Jaramillo descontó para el MET. View this post on Instagram El penúltimo enfrentamiento dejó una contundente goleada 10-0 de los Fighting Owls de la Academia Interamericana sobre las Águilas del Colegio Javier . Ricardo Díaz anotó un triplete , mientras que Ignacio Villanueva, Alejandro González y Fernando Sánchez aportaron dobletes , y Oliver Bermúdez sumó un gol. View this post on Instagram El cierre de la jornada fue un empate 3-3 entre los Brader Raiders y el Colegio Episcopal . Ignacio Gutiérrez (doblete) y Mateo Cohen marcaron para el Brader, mientras que Mateo Vallarino, Mathew Brewer e Iker Ureña anotaron para el Episcopal. View this post on Instagram Calendario del próximo domingo La quinta jornada de la Liga123 Sub-10 se disputará este domingo en el Geely Field de Yappy Park , bajo el siguiente itinerario: El Colegio de Panamá vs Colegio St. Mary – 8:00 a.m. Colegio Real vs Colegio La Salle – 9:00 a.m. International School vs Oxford – 10:00 a.m. Academia Interamericana vs Metropolitan School – 11:00 a.m. Colegio Javier vs Panamerican School – 12:00 p.m. Instituto Panamericano vs Colegio Episcopal – 1:00 p.m.

4 May 2026

Mustangs y Spartans suman tres puntos en jornada lluviosa de Liga10

Este sábado, bajo lluvia y viento , se disputó la cuarta jornada de la Liga10 en la categoría Sub-18 , con una cartelera de seis partidos . Todos los encuentros se celebraron en la cancha principal del Yappy Park de Paseo del Norte . El primer duelo de la fecha fue un empate cardíaco 1-1 entre los Eagles de El Colegio de Panamá y los Tigers del Smart Academy . Los Tigers se adelantaron con un gol de penal de George Campbell al minuto 58 . Sin embargo, cuando todo parecía definido, Fiorentino Tizzoni apareció dos minutos después para igualar el marcador sobre el final. View this post on Instagram El segundo partido fue otro empate 1-1 , esta vez entre el Instituto Enrico Fermi y los Brader Raiders . Benjamín Chu abrió el marcador para el Fermi, pero Aníbal Ortega emparejó las acciones. View this post on Instagram El tercer encuentro marcó el tercer empate consecutivo 1-1 de la jornada , en el duelo entre los Fighting Owls de la Academia Interamericana y los Jaguars del Metropolitan School . Ignacio Guardiola anotó para la AIP, mientras que Ali Farhat lo hizo para los Jaguars. View this post on Instagram El cuarto enfrentamiento rompió la seguidilla de empates, con la victoria 2-1 de los Spartans del Colegio La Salle sobre los Thunders del Instituto Atenea . Andrés Vásquez firmó un doblete , mientras que Leonardo Pedersen descontó. View this post on Instagram En el penúltimo partido, los Dolphins del International School of Panama y los Lions del Colegio Real empataron 0-0 , en otro duelo de alta intensidad defensiva. View this post on Instagram El cierre de la jornada trajo la victoria 2-1 de los Mustangs del Panamerican School sobre los Potros del Thomas Jefferson School . Roberto Irwin y Eric Broce marcaron para los Mustangs, mientras que Juan Felipe Moreno anotó para los Potros. View this post on Instagram Calendario del fin de semana La quinta fecha de la Liga10 Sub-18 se disputará este sábado en la cancha principal del Yappy Park , bajo el siguiente cronograma: Instituto Enrico Fermi vs El Colegio de Panamá – 1:00 p.m. Smart Academy vs Academia Interamericana – 2:30 p.m. Colegio Brader vs Colegio Javier – 4:00 p.m. Colegio La Salle vs International School of Panama – 5:30 p.m. Panamerican School vs Instituto Atenea – 7:00 p.m. Thomas Jefferson School vs Instituto Panamericano – 8:30 p.m.

4 May 2026

Goleadas y reflexión marcan cierre de semana en Copa Talento

Este fin de semana finalizó la segunda semana de competencia de la Copa Talento Colegial en sus categorías Sub-8, Sub-12 y Sub-16 , con una doble jornada de 27 partidos disputados entre sábado y domingo. Toda la acción se llevó a cabo en el Eagles Stadium de El Colegio de Panamá . Sub-8: Blanqueadas, goleadas y triunfos ajustados La división Sub-8 abrió su actividad con la victoria 1-0 de los Eagles de El Colegio de Panamá sobre los Dolphins del International School of Panama , con gol de Juan Iribarren . En el segundo duelo, el Instituto Justo Arosemena venció 2-0 a los Lions del Colegio Real , con tantos de Carlos Rivero y José Escobar . View this post on Instagram El tercer partido fue una goleada 6-1 de los Hawks del Magen David Academy sobre los Jaguars del Metropolitan School , impulsados por un triplete de Gadi Udler y goles de Jonathan Berger, Joseph Benasayag y Adam Blitz . El único tanto rival fue un autogol. En el cuarto encuentro, los Spartans del Colegio La Salle derrotaron 3-0 a los Mustangs del Panamerican School , con triplete de Félix Piñango . View this post on Instagram El penúltimo partido fue triunfo de los Fighting Owls de la Academia Interamericana (4-1) sobre los Brader Raiders , con goles de Gabriel Díaz, Massimiliano Limone, Mateo Romagosa y Federico García , mientras que Juan Pablo Maltez había adelantado a Brader. La jornada cerró con la victoria 2-0 del Colegio San Agustín sobre los Legends de la Academia Hebrea , con goles de Eduardo Chacín y Juan David Crespo . View this post on Instagram Sub-12 femenina: Variedad de resultados en una jornada completa El primer partido fue triunfo de las Hawks del Magen David Academy (2-0) sobre las Titans del Instituto Alberto Einstein , con doblete de Sophia Zeitoune . Luego, las Legends de la Academia Hebrea vencieron por la mínima a las Spartans del Colegio La Salle , con gol de Raaya Chagal . View this post on Instagram El tercer duelo fue una goleada 6-0 de las Dolphins del ISP sobre las Eagles de El Colegio de Panamá , con anotaciones de Elena Uribe, Isabella Bazo, Julieta Ramírez, Paulina Obando y un doblete de Pilar Falasca . Las Brader Raiders derrotaron 2-1 a las Fighting Owls , con goles de Ana Laura Pinilla y Lucía Villar , mientras que Amanda Real descontó. View this post on Instagram Las Águilas del Colegio Javier vencieron 4-2 al Colegio San Agustín , con doblete de Zoe Salinas y tantos de Liz Matthews y María Montilla . Stacy Zúñiga y María Clara Olaya marcaron para San Agustín. El último partido terminó 1-1 entre las Lions del Colegio Real y las Mustangs del Panamerican School , con goles de Ivana Quirós y Emma Castro . View this post on Instagram Sub-12 masculina: Goles, goles y más goles Los Eagles de El Colegio de Panamá abrieron la jornada derrotando por 16-0 al Colegio Bilingüe de Panamá . Los Grizzlies del United School of Panama vencieron 1-0 a las Águilas del Colegio Javier , con gol de Constantino Reyes . View this post on Instagram El partido más emocionante fue el triunfo 4-3 de los Mustangs del Panamerican School sobre los Hawks del Magen David Academy , con dobletes de Ricardo Guerrero y Luis Chacón . Los Gators del Colegio St. Mary derrotaron 5-1 a los Lions del Colegio Real , con triplete de Ricardo De la Guardia . View this post on Instagram Los Brader Raiders derrotaron 6-0 al Oxford International School , con goles de Tomás Valderrama (2), Joaquín Dutari, Moisés Cohen, Matías Green y Roberto Calvo . El cierre fue victoria 2-1 de los Potros del Thomas Jefferson School sobre los Balboa Dragons , con goles de Emanuel Chica y Camilo Ruiz . View this post on Instagram Sub-16 femenina: Goleadas y partidos abiertos El Instituto Rubiano venció 3-0 a las Spartans del Colegio La Salle , con doblete de Stacy Apolayo y gol de Sonia Rodríguez . View this post on Instagram Las Lions del Colegio Real golearon 10-0 a las Thunders del Instituto Atenea , con destacadas actuaciones de Analía Velásquez y Daniela Castillo (dos goles cada una). View this post on Instagram Las Eagles de El Colegio de Panamá también firmaron un 10-0 sobre el Instituto Fermín Naudeau , con cuatro goles de Daniella Mouynes . Las Fighting Owls vencieron 4-1 a las Legends , con triplete de Elaine Brin . View this post on Instagram El duelo entre Mustangs y Enrico Fermi terminó 1-1 , mientras que Dolphins y Jaguars empataron 0-0 . View this post on Instagram Sub-16 masculina: Menos partidos, misma intensidad El Instituto José Dolores Moscote venció 1-0 a los Dolphins del ISP , con gol de Jesser Martínez . View this post on Instagram Las Águilas del Colegio Javier derrotaron 4-1 a los Mustangs , con anotaciones de Alec Navarro, Roy Ligues, Carlos De Ycaza y Carlos Gómez . View this post on Instagram El cierre fue victoria de los Green Panthers del Instituto Panamericano (3-0) sobre el Colegio Bilingüe de Panamá , con doblete de Hans Niño . View this post on Instagram Una reflexión necesaria sobre el fair play Más allá de los resultados, la jornada dejó espacio para una reflexión importante sobre el ‘fair play’ en el fútbol infantil . El 16-0 registrado en la categoría Sub-12 reabre un debate que no es nuevo. Este tipo de marcadores, aunque posibles, no deberían ser habituales en edades formativas , donde el desarrollo integral del jugador debe estar por encima del resultado. En categorías mayores, estas diferencias pueden responder a preparación o nivel competitivo. Sin embargo, en categorías infantiles , especialmente en formatos con canchas y arcos adaptados, se vuelve necesario evaluar medidas que eviten brechas tan amplias . El reto no recae en los niños, sino en los adultos: cuerpos técnicos, organizadores y directivos . Si bien es entendible que factores como la diferencia de gol o estadísticas individuales influyan, en estas edades deberían pesar más valores como la empatía, la compasión y la formación deportiva . Porque al final, más allá del marcador, el fútbol también educa .

4 May 2026

Lions, Dolphins, Owls y Mustangs ganan, gustan y golean en LigaW

Este sábado se disputó la cuarta jornada de la LigaW en la categoría Sub-18 , con una cartelera de cuatro partidos . Todos los encuentros se jugaron en la cancha principal del Yappy Park de Paseo del Norte . En el primer partido, las Lions del Colegio Real mantuvieron su buen momento al vencer 5-2 a las Balboa Dragons . Gabriela Rodríguez firmó un doblete , mientras que Alana Gamboa, Jimena Chue y Sophia Hurtado anotaron un gol cada una. Por las Dragons, marcaron Gabriela Ríos y Julia Olmos . En el segundo encuentro, las Dolphins del International School of Panama lograron su tercera valla invicta consecutiva al golear 5-0 a las Green Panthers del Instituto Panamericano . Emily Hoffman destacó con un doblete , acompañada por goles de Sofía Falasca, Sofía Alfaro y otra anotación que completó la cuenta. En el tercer duelo, las Fighting Owls de la Academia Interamericana consiguieron su primera victoria del torneo al imponerse 3-1 sobre el Colegio San Agustín . Alexandra Moscoso, Sofía Gamecho y Elaine Brin anotaron para la AIP, mientras que Sara Palacios descontó. El cierre de la jornada dejó el segundo triunfo consecutivo y la tercera valla invicta para las Mustangs del Panamerican School , que vencieron 4-0 a las Águilas del Colegio Javier . Maryfer De Gracia brilló con un triplete , mientras que Andrea Alvarado añadió un gol. Inicia la recta final Este próximo sábado se disputará la quinta fecha de la LigaW , marcando el inicio de la recta final rumbo a los cuartos de final , con otra jornada de cuatro partidos en el Yappy Park de Paseo del Norte . El calendario será el siguiente: El Colegio de Panamá vs Metropolitan School – 8:30 a.m. Academia Interamericana vs Colegio Javier – 9:30 a.m. International School vs Balboa Academy – 10:30 a.m. Colegio Brader vs Colegio La Salle – 11:30 a.m.

4 May 2026

Purdue University: A 100% online MBA built for ambitious professionals in the UAE

In today’s most ambitious organisations, the path from high performer to leader rarely follows a straight line. The professionals breaking through share one trait: they’ve learned that technical skills get you in the room, but leadership capabilities are what keep you there and move you up. For professionals across the UAE, advancing in industries from energy and aviation to technology and finance requires an even more specialised skill set. Organisations across the Gulf are prioritising digital transformation and Emiratisation. They need data-driven leaders with proven experience and a globally recognised qualification that backs it up. Purdue University’s online MBA is designed to create such leaders. Scott Morton knows this better than most. He was settled in Orange, California, with a full-time job and family responsibilities that filled whatever time remained. Relocating for an in-person programme simply wasn’t an option, so he started exploring online alternatives. That search led him to Purdue University ‘s online MBA at the Mitch Daniels School of Business , one of the most highly ranked online MBA programmes in the country. Forbes ranked it #4 in the US, CEO Magazine put it #7 in North America, and The Princeton Review placed it #15 in the US, all in 2025. The programme’s 100% online, self-paced structure meant Morton could keep up with work and family without putting either on hold – and he wasn’t alone. Christian Coakley , a 2023 graduate who worked on the engineering side of United Airlines before enrolling, faced the same competing demands. “What stood out to me about the programme was the flexibility,” he says. “I was working in a position where I was travelling a lot, and since the programme is online, I could study from anywhere in the world.” Purdue University’s Daniels School of Business online MBA offers personalised, industry-focused learning tailored to your goals. Source: Purdue University Staying flexible with where and when you study is one thing, but what you actually learn is what moves your career forward. The Mitch Daniels School of Business is built on a foundational intersection of STEM and business, which means the online MBA curriculum is oriented around real, applied decision-making. You’ll develop the ability to create value for your organisation and make choices grounded in data rather than instinct alone. In a landscape where nearly every company now operates as a tech company in some capacity, those skills separate candidates who get considered for leadership from those who don’t. To make that learning as relevant as possible, the programme gives you room to direct it toward achieving your career goals. A broad selection of elective courses covers topics such as Change Management, Leadership, Negotiations in Organisations, Technology Strategy, and more. If you want to go deeper, you can add a specialisation in one of 10 high-demand areas, including Business Analytics and Machine Learning and AI. That kind of customisation matters when you’re building toward a specific role. For Coakley, that focus paid off directly. Alongside his MBA, he completed a graduate certificate in business analytics, which he credits with helping him land his most recent promotion at United Airlines. “It was definitely the business analytics courses that helped me realise that the role I’m doing now,” he says. Getting there, though, isn’t something you will have to do alone. The learning experience is designed to reflect how real professional collaboration works, with coursework taught by top faculty drawing on case studies, experiential projects, and team-based learning. “The online MBA programme at Purdue provides all the tools and resources you need to be successful,” Coakley says. “All you have to do is utilise them.” Optional in-person courses and campus experiences are available if you want time off the screen. The Mitch Daniels School of Business at Purdue University offers a STEM-infused, interdisciplinary education that equips graduates to lead and innovate in a changing world. Source: Purdue University Another advantage of pursuing this MBA is the opportunity to build a lasting professional network. Even in an online setting, those connections carry real weight. “In an MBA programme, you get a chance to network with those who joined with you, along with students from other cohorts who may be taking courses with you because of the flexible nature of the programme,” says Dilip Chhajed , Associate Dean for Schoolwide Programmes. “It’s refreshing to talk to different people in and outside the classroom. You’re building professional connections and friendships that can help you later in your career.” Morton had many classmates with different experiences and backgrounds that helped broaden his perspective. “In case studies and group work, you really get your wheels turning by putting yourself in the shoes of someone from a completely different industry,” he says. The outcomes reflect all of this. Graduates report an average salary increase of US$25,000, and the professional growth extends well beyond the pay cheque – 82% say their managerial and leadership capabilities improved meaningfully, 45% move into roles with greater responsibility, and around 77% report being able to drive organisational change in their companies. Recently lowered programme costs mean that return on investment arrives sooner than it once did, making the decision easier to justify at every level. Interested? Learn more about the online MBA at Purdue University’s Mitch Daniels School of Business. Follow Mitch Daniels School of Business on Facebook , X , Instagram , LinkedIn and YouTube

4 May 2026

Woman killed, fiancé injured after car slams into parked bus on MRR2

KUALA LUMPUR — A 26-year-old woman was killed after the Proton Persona she was travelling in with her fiancé crashed into the rear of a parked school bus along the Middle Ring Road 2 (MRR2) highway near Taman Layang-Layang early this morning. Kuala Lumpur Traffic Investigation and Enforcement Department chief Mohd Zamzuri Mohd Isa said the crash occurred at about 2.30am on the stretch heading from Batu Caves towards Kepong. He said preliminary investigations found the 31-year-old driver had been travelling in the left lane before allegedly losing control of the vehicle and veering onto the road shoulder. “The car then struck the rear of a Hino international school bus that had been parked by the roadside without any warning signs,” he said in a statement. The woman suffered severe chest injuries and was pronounced dead at the scene, while the driver sustained head injuries and is receiving treatment at Selayang Hospital. Police believe the driver may have fallen asleep at the wheel, although investigations are ongoing.

4 May 2026

Enhance your focus: What is the best music to study and concentrate?

Picture this: you’re at a library, preparing to complete your assignment or revise for an upcoming exam. But your friends are busy chatting, loud chattering noises flood the space, and ambient noises distract you. Usually, you would struggle in this kind of environment — but that doesn’t have to be the case when you have a playlist of the best, science-backed music to study and concentrate. Why are certain genres of music more effective in helping you study than others? It’s been proven that listening to certain types of music in specific situations can boost productivity and mood, from enhancing the quality of your workout to reducing stress and anxiety. As a student, you would have crafted or listened to a study focus music playlist at least once in your life. You may have noticed that listening to certain genres improved your concentration, especially if you’ve been studying in louder environments such as cafes. Or perhaps you enjoy going to the library, slipping your headphones on, and listening to songs while you work. If this sounds like you, you’re one of the thousands of students who do the same thing. A survey showed that around 60% of students tend to listen to music while studying. Researchers also found that listening to music was the most popular side activity for teens who juggled studying with another task. Not all music does the job, though. A University of Toronto study found that loud music negatively affects reading comprehension, agitating rather than focusing the listener. Similarly, the University of Wales found that sometimes, music — especially music with lyrics — can worsen a student’s working memory and reading comprehension. What are the best music to study and concentrate? 1. Classical music Classical music is one of the best music to help you study and concentrate. There’s a theory dubbed “The Mozart Effect” that suggests this genre of music can enhance brain activity and arouse your brain to focus. There are also several studies done where students listening to classical music did better on quizzes than students with no music. Suggestions: ClassicFM (a free radio streaming platform that plays famous classical pieces) “ Study Playlist: Classical Music ” on Spotify “ Classical Music for When You’re on a Deadline ” on YouTube 2. Lo fi music We’ll be lying if we say we’ve never Googled “lo fi chill for studying” several times in a week. “Lo-fi” stands for “low-fidelity,” a type of sound recording that uses distortion, hum, background noise, or limited frequency response — making it distinct from live recordings. Whatever it’s made of, playing lo-fi chill for studying makes us relax, focus, and ultimately, study better . Research says this is because these “flaws” trigger our cerebrum — the uppermost part of the brain — to help us focus. Speaking to Hyde.edu, student Haley Bounds says lo-fi music can keep her focused while she completes her assignments. “Sometimes,” she says, “I actually lose track of time doing homework or reading my books.” Suggestions: “ 3 Hours of Music for Studying for Concentration and Focus ” on Spotify “ Lofi Hip Hop Radio — Beats To Relax/Study To ” on YouTube LofiCafe (a website to stream lo-fi music to study and concentrate) 3. Video game music This might surprise you, but video game music is actually one of the best music for homework. According to Orion Academy , video game music is designed to keep you absorbed and focused — which is also great for memorising. When your brain is focused on just melody, it’s taking a break from trying to break down the lyrics of a song and thus increases your performance. Video game music tends to stay at a relatively low, constant volume too. This prevents you from becoming distracted by sudden increases in volume. Since video game music is generally fast-paced, your brain will be constantly engaged in the task at hand. Suggestions: “ Video Game Soundtracks ” on Spotify “ Video Game Study Lounge ” on YouTube Choose favourites from this list and create your own playlist 4. Nature sounds Nature sounds relax our nervous system. Researchers at Rensselaer Polytechnic Institute have discovered that natural sounds boost moods and focus. The study found employees were more productive and had more positive feelings when nature sounds were playing in the background while they worked. Nature sounds include the soothing sounds of the rain, ocean waves on the beach or even the jungle. Some prefer listening to bird calls and animal noises. From the peak of Everest to the deepet ocean beds, there are millions of nature sounds to experiment with and find the best music for homework that works for you. Suggestions: “ Relaxing Nature Sounds for Sleeping – Natural Calm Forest Waterfall Music Meditation Sound for Study “ on YouTube “ Nature Sounds For Concentration ” on Spotify “ Rain Sounds + Stream for Sleep, Focus, Studying | 4K Nature Video White Noise 10 Hours ” on YouTube 5. Binaural beats Binaural beats are like a secret weapon for studying and concentrating. They work by playing two slightly different tones in each ear, creating a unique sound in your brain. This sound has a powerful effect on your mind and can help you focus and retain information better. When you listen to binaural beats, they stimulate your brainwaves and bring them into a state of calm focus. They can shift your brain from a busy, distracted mode to a more relaxed and attentive state. Picture giving your brain a gentle massage — helping it to tune in and concentrate on the task at hand. These beats also help synchronise your brain’s left and right hemispheres. The result? You’ll find it easier to process and remember information. Suggestions: “ Focus Music, Binaural Beats Concentration Music for Studying, Super Intelligence ” on YouTube “ Pure 40 HZ Binaural Beats: The Frequency for FOCUS, MEMORY, and CONCENTRATION ” on YouTube “ Super Focus: Flow State Music – Alpha Binaural Beats, Study Music for Focus and Concentration ” on YouTube 6. Isochronic tones Isochronic tones are like a superhero soundtrack for studying and concentrating. They are powerful audio pulses that have a remarkable impact on our brainwaves. When you listen to isochronic tones, your brain responds by syncing up with these rhythmic pulses, creating a state of focused attention. Unlike binaural beats, isochronic tones don’t require headphones. You can easily hear them through speakers — making them a convenient tool for enhancing concentration and study sessions. The rhythmic pulses of isochronic tones help to stimulate the brain and bring it into a state of deep focus. They promote alpha and beta brainwave patterns, which help to boost alertness, concentration, and information retention. Suggestions: “ Harmony Streaming ” on Spotify “ Upbeat Study Music for Concentration – Peak Focus Isochronic Tones ” on Youtube “ Increase Concentration with Study Focus Isochronic Tones – Electronic ” on YouTube 7. RnB Are you someone who easily gets distracted? Then RNB may not be the best music to study and concentrate. There’s a high chance you might spend too much time jamming to the lyrics of the song instead of focusing. While music in this genre generally has lyrics, many RnB fans reported feeling more relaxed, focused, and less stressed, which may have a positive impact on their ability to focus and learn. Suggestions” “ Study R&B Smooth Songs ” on Spotify” “ Chill R&B Beats Mix – Beats to Relax and Study (Vol.) ” on YouTube 8. Meditation music Gentle rhythms and soft tones promote a meditative state of mind. It helps to clear mental clutter and boost your concentration. What’s more, meditation music often incorporates nature sounds, such as flowing water or bird songs. These natural sounds have a soothing effect on your mind, promoting a sense of harmony and tranquillity. We recommend daily meditation (HeadSpace and Calm are our favourite apps) for overall better performance in school or at uni. Suggestions: “ Deep Meditation Music To Achieve Calmness and Bring Positive Energy ” on Spotify “ The Sound of Inner Peace 14 | 528 Hz | Relaxing Music for Meditation, Zen, Yoga & Stress Relief ” on YouTube “ Beautiful Relaxing Music for Sleep – Rain Sounds & Insomnia, Relaxing Music, Peaceful Piano Music ” on YouTube 9. ASMR While this isn’t exactly music, ASMR sounds (such as soft tapping, page turning, or gentle whispers) are usually slow, predictable, and of low volume. That helps lower stress and anxiety, making it easier to focus, especially during homework or long study sessions. Besides, there are no lyrics. Music with lyrics can often compete with activities such as reading, writing, or problem-solving. Most ASMR has no words or very minimal speech, so your brain isn’t pulled away from what you’re studying. However, ASRM isn’t for everyone. Some find it distracting or uncomfortable. 10. Jazz If you are looking for music to help you study and concentrate, Jazz is a great choice because it’s usually instrumental, so it doesn’t interfere with reading or writing. Research has shown that music without lyrics can improve concentration and efficiency, especially for tasks that require long periods of attention. Jazz is also great for lowering stress levels. Lower stress levels mean fewer interruptions and the ability to stay “in the zone.” 11. Light house Light house music is becoming a go-to for studying because it combines steady, repetitive beats with minimal vocals. Unlike heavier EDM, it does not have intense bass drops, making it effective for coding, problem-solving, and staying in a “flow state.” The consistent rhythm keeps your brain engaged at a low level, similar to background noise. Artists like Fred again.. have helped make this type of music popular, along with other producers such as Lane 8 and Ben Böhmer. 12. Movie soundtracks Movie soundtracks are a great choice for studying because they are designed to enhance focus and emotion without distracting you. Most soundtracks are instrumental, with gradual builds that help you stay locked in. Scores from The Lord of the Rings, Game of Thrones, and Harry Potter are calming and have subtle momentum, helping to keep your brain engaged without overwhelming it. Disclaimer: This article was updated on May 4, 2026.

4 May 2026

El panameño Lucas Ruiloba, de 11 años, dominó el US Open de Karate en Estados Unidos

El panameño Lucas Andrés Ruiloba Conte continúa consolidándose como una de las grandes promesas del karate nacional, luego de una destacada actuación en el US Open de Karate, celebrado en el abril en Texas, Estados Unidos, donde conquistó cuatro medallas de oro en las modalidades de kata, kumite, kumite por equipos y la Junior Cup. El joven atleta, estudiante de sexto grado del Oxford International School y miembro del Karate Team Ramírez bajo la guía del sensei Alberto Ramírez, demuestra a su corta edad una disciplina y nivel competitivo que lo proyectan en el escenario internacional. Su condición de cinturón negro 1 Dan es reflejo del trabajo constante que viene desarrollando desde sus inicios en este deporte. “Muy emocionado de poder competir en otro torneo internacional y a la vez nervioso, ya que el alto nivel competitivo de los karatecas que participan en este torneo”, dijo Lucas, quien se refirió a su triunfo en diferentes categorías. “Bueno, todas me hicieron sentir orgulloso, pero creo que la de el USA Open kumite fue la mejor. Enfrentarme a rivales mucho más grandes y lograr el resultado de oro para Panamá, la verdad que fue un sueño”, añadió. El torneo reunió a competidores de diferentes partes del mundo, lo que elevó la exigencia en cada combate y presentación. Ruiloba destacó el reto que implicó medirse ante atletas con distintas características físicas y técnicas. “Bueno, en esta competencia había niños de muchos lugares, muy preparados, incluso uno de Japón, que es la cuna del karate. En mis katas debía ser explosivo y mantener buena técnica, y pues en kumite, al ser la categoría diferente a Panamá, donde es por peso, me tocó enfrentarme a oponentes mucho más grandes”, mencionó Lucas, quien explicó cómo fue su preparación antes de viajar a Estados Unidos. “Trabajé mi físico, mi técnica y mi mentalidad para la competencia. Entrenaba 6 días a la semana,enfocado en cada uno de mis entrenamientos con el apoyo de mis senseis y padres. Hubo rivales que el año pasado me eliminaron de la competencia, por lo que sabía que debía entrenar a tope. Y así fue. En esta oportunidad pude superarlos, pero debo mantener la humildad para seguir trabajando”, agregó. Más allá de este logro, Lucas mantiene una visión clara de sus próximos pasos dentro del karate competitivo, con metas que apuntan a seguir creciendo en el ámbito internacional. “Objetivos tengo varios, en diferentes momentos. Por ahora me enfocaré en el Panamericano de Karate que se celebrará en Costa Rica en agosto. También me gustaría representar a mi país en las diferentes Youth League de karate y en algún momento lograr un cupo a la Premier League”, concluyó.

3 May 2026

La panameña que aprende en España a tratar el cáncer con mayor precisión

Amarilis Salado cursa el cuarto año de la especialización en Oncología Radioterápica del Instituto Oncológico Nacional (ION) y, en medio de ese proceso formativo, ha dado un paso decisivo en su carrera: continuar su entrenamiento en España , donde la atención al cáncer avanza de la mano de tecnologías de alta precisión y una práctica clínica intensiva. Desde la Clínica Universidad de Navarra , en Pamplona , la médica panameña se integra al trabajo diario de un servicio oncológico que combina formación académica, planificación de tratamientos y atención directa a pacientes. Allí, la radioterapia no se entiende como un procedimiento rígido, sino como un abordaje que se ajusta con precisión a cada caso. En este proceso, Salado ha alcanzado un hito relevante. Se convirtió en la primera especialista panameña en incorporarse a un programa formativo en esta institución, un hecho que la Universidad de Navarra destaca como un precedente para la formación internacional en oncología radioterápica del país. “Implica una gran responsabilidad, no solo por el crecimiento profesional, sino por lo que significa contribuir a una especialidad que aún está en desarrollo en Panamá”, explica en conversación con La Prensa. Su entrenamiento está centrado en el uso del MR Linac , un sistema de radioterapia que integra resonancia magnética en tiempo real para adaptar el tratamiento durante cada sesión. Esta tecnología permite observar el comportamiento del tumor en el momento y ajustar la terapia con un nivel de precisión que cambia la dinámica clínica tradicional. Salado describe esta etapa como un punto de inflexión en su formación. “Ha sido extraordinariamente enriquecedora. Me ha permitido trabajar con una de las tecnologías más avanzadas en radioterapia a nivel mundial”, señala. Según explica, el principal cambio está en la capacidad de tomar decisiones más precisas durante el tratamiento, lo que redefine la manera de abordar el cáncer. Durante su estancia, participa en la planificación de terapias, la interpretación de imágenes en tiempo real y la toma de decisiones clínicas bajo supervisión, siempre en coordinación con un equipo multidisciplinario que integra físicos médicos, oncólogos y técnicos especializados. La experiencia también le ha permitido observar diferencias entre la práctica médica en Panamá y en centros de alta especialización en Europa. Más que una brecha en la formación, sostiene que las diferencias están marcadas por la infraestructura disponible y el volumen de casos complejos para entrenamiento. “La formación en Panamá es sólida, y esta experiencia complementa ese conocimiento con nuevas herramientas y enfoques”, afirma. En las próximas semanas, la doctora continuará su formación en la Unidad de Protonterapia en Madrid, una de las modalidades más avanzadas en el tratamiento del cáncer a nivel mundial. Este tipo de terapia utiliza haces de protones para atacar tumores con mayor precisión y menor afectación a los tejidos sanos. En este centro también se han atendido pacientes provenientes de Panamá, lo que refuerza el vínculo entre ambas realidades médicas y evidencia el acceso progresivo de pacientes nacionales a tratamientos especializados en el exterior. “Poder conocer esta modalidad de tratamiento amplía mi visión sobre las opciones terapéuticas disponibles”, explica. Su expectativa es que, en el futuro, este tipo de tecnologías pueda incorporarse al sistema de salud panameño. Una formación con propósito de retorno Más allá del aprendizaje técnico, Salado tiene claro el objetivo que guía esta etapa: regresar a Panamá con herramientas que aporten al fortalecimiento de la oncología en el país. Su meta es aplicar técnicas de radioterapia de alta precisión y contribuir a la incorporación de nuevas tecnologías en centros como la Ciudad de la Salud, además de apoyar la formación de nuevos especialistas. “Es una especialidad que está en constante evolución y combina tecnología con un componente humano muy importante”, señala. Originaria de la ciudad de Panamá, estudió en el Saint George International School of Panama y posteriormente Medicina en la Universidad de Panamá. Su decisión de especializarse en Oncología Radioterápica surgió de la convergencia entre ciencia, tecnología y el impacto humano del tratamiento del cáncer. Hoy, su trayectoria refleja el camino de una nueva generación de médicos panameños que se forman fuera del país, pero con la mirada puesta en el sistema de salud que los espera de regreso. En paralelo a su formación, la doctora recibe el respaldo de la Fundación Martha Stella Clement de Vallarino, que otorga apoyos para especializaciones médicas y permite sostener este tipo de estancias internacionales. Un contexto que presiona al sistema de salud La historia de Salado se desarrolla en un país donde el cáncer continúa siendo uno de los principales desafíos sanitarios. Cada año se registran miles de nuevos diagnósticos y el sistema de salud enfrenta una demanda creciente de servicios oncológicos, desde consultas hasta tratamientos de alta complejidad como radioterapia y quimioterapia. En ese escenario, la preparación de especialistas adquiere un valor estratégico. No solo responde al desarrollo profesional individual, sino también a la necesidad de fortalecer la capacidad del país para atender una enfermedad que impacta de forma directa a miles de familias. La experiencia de Amarilis Salado se inscribe así en una generación de médicos que buscan formarse en el exterior sin perder de vista el punto de retorno: un sistema de salud que demanda cada vez más conocimiento especializado, tecnología y recursos humanos preparados para enfrentar uno de los retos más complejos de la medicina actual.

2 May 2026

TED, ETS and Khan launch new $10k AI degree

Launched at the TED conference in Vancouver last month, the new Khan TED Institute was developed in partnership with the likes of Google, Microsoft and Accenture to ensure “deep relevance with the rapidly changing nature of work” said ETS. The model leverages AI to deliver remote undergraduate degrees at $10,000, with founding partners vowing to expand access to learning pathways and AI education, without losing site of the human skills required in employment. “The partners see the Khan TED Institute as a complement and alternative, designed for learners who want a different pathway – one that is more affordable, globally accessible, and closely aligned with the modern workforce,” ETS CEO Amit Sevak told The PIE News . He emphasised the institute would be a “new addition to the ecosystem of higher education, not a replacement”. Alongside those who can’t access or afford traditional university education, the new program is aimed at those with existing qualifications who want to re-skill in the AI age and supplement their education. With applications set to open in 12 to 18 months, prospective students are currently being invited to express their interest to learn more, with educators, corporate firms and philanthropists also encouraged to reach out. “For nearly 40 years, TED has been connecting people with powerful ideas – and in the process, quietly educating millions,” said TED CEO Logan McClure Davda, emphasising the need for learning to keep pace with the AI era. This is an innovative new addition to the ecosystem of higher education, not a replacement Amit Sevak, ETS The inaugural program will be a bachelor’s degree in applied AI, designed to prepare students for careers across technology, consulting, finance, product management, and other knowledge‑intensive fields. Unveiling the new model, Khan Academy CEO Sal Khan said each founding firm brought something different to the partnership, with his company specialising in “competency and mastery-based learning”. TED, meanwhile, will bring the “’durable skills’ of communication, collaboration and creativity” and testing giant ETS will “pioneer new forms of assessment” for the AI world. The partners are seeking American degree accreditation, with plans to quickly scale beyond the US. Rather than learning from a traditional university faculty: “Students will participate in structured group work, live sessions with TED speakers and thought leaders, dialogue sessions, and collaborative projects”, Sevak explained. He emphasised there would be “no wasted seat time” and students would engage in peer-based tutoring and competency based assessments, with access to AI-enabled learning support. The post TED, ETS and Khan launch new $10k AI degree appeared first on The PIE News .

1 May 2026

Europe looks beyond the region in global student recruitment push

The study, Mapping the internationalisation strategy landscape across the European Higher Education Area (EHEA) , published by the EAIE and the Academic Cooperation Association, found that while regional collaboration remains strong, European governments are expanding their focus to attract students from non-EU markets. “An increasing number of countries show interest in venturing beyond Europe,” the report notes, pointing to growing efforts to recruit students from regions such as Asia, Africa and the Americas. China has long been a major source of international students, with thousands studying abroad each year. However, South Asian markets, particularly India, are also emerging as key recruitment targets. An increasing number of countries show interest in venturing beyond Europe Mapping the internationalisation strategy landscape across the EHEA The shift is reflected in how individual countries are positioning themselves internationally. In France, the government’s “Choose France” strategy aims to attract 500,000 international students by 2027, supported by measures such as simplified visa processes and expanded English-taught programs. However, the country has recently announced that it will up fees for non-EU students as part of the strategy, as it moves to shape international recruitment. Critics have blasted the move as a “blow to university autonomy”. Germany’s latest internationalisation strategy emphasises diversifying global partnerships and retaining international talent, particularly in a changing geopolitical climate. Meanwhile, Ireland’s Global Citizens 2030 strategy focuses on building its reputation as a “ first-choice destination ” for international learners and researchers, with plans to expand its global presence through talent attachés and new mobility schemes. Ireland has also enjoyed a surge in interest from US and Indian students recently, with international enrolments reaching their highest point to date. Norway is also targeting key markets outside Europe – including the US, India and China – through its Panorama strategy, which links higher education, research and innovation partnerships. The report, which analyses policies across 47 countries in the EHEA, shows that internationalisation strategies have matured significantly. Just 13 countries – including Austria, the Czech Republic, Italy, Switzerland and the United Kingdom – currently have a dedicated international education strategy in place. Others pursue internationalisation through broader education, research or economic policies, with the report stressing that the absence of a formal strategy does not necessarily indicate weaker performance. A notable trend is the shift towards “internationalisation for all”, with countries placing greater emphasis on widening access and ensuring participation from underrepresented groups. However, the report highlights persistent challenges, including visa restrictions and difficulties in recognising international qualifications – issues that continue to hinder global mobility. These challenges are compounded by a more volatile global environment, with geopolitical tensions and shifting political attitudes influencing national strategies. As a result, future policies are expected to become more adaptive, with greater emphasis on flexibility, crisis management and long-term resilience. Looking ahead, the report suggests that national strategies will become more evidence-driven and outward-facing, with a stronger focus on communicating the value of international education to governments and the public. The post Europe looks beyond the region in global student recruitment push appeared first on The PIE News .

1 May 2026

AI Assistant guide to the world of International Schools

AI Assistants are slowly taking over search on a lot of websites. And let’s be honest, the research of your future international schools can feel like a full-time job. Whether you’re trying to calculate your savings potential in Kuwait or figuring out which international school in Singapore actually covers full tuition for your kids, you’ve traditionally had to spend hours scrolling through thousands of reviews to find the “truth.” Today, that changes. We are thrilled to introduce Isca —the first smart AI assistant designed specifically to navigate the realm of international school teaching. More Than an AI Assistant: A Collective Brain Isca isn’t just another chatbot. She is the result of a massive architectural undertaking developed by Sofija Hotomski, PhD . The goal was ambitious: How do we take the collective wisdom of over 55,000 international school teacher comments and reviews and make them instantly accessible? Sofija built the “brain” of the AI Assistant, but the community provided its knowledge and soul. Isca has read every single review on our platform. She understands the nuances of school culture, the hidden red flags in contracts, and the “real-life” costs of living across the globe. Why Every International School Teacher Needs Isca in Their Arsenal Think of Isca as the colleague who has worked at every international school and lived in every global city, and is always ready to give you the “unfiltered” scoop over coffee. Synthesized Insights: Instead of reading 50 reviews for one international school, ask Isca: “What is the general sentiment about management at this school over the last two years?” Complex Comparisons: Ask her to compare benefits between regions: “Which international schools in Japan offer the best flight packages for families compared to schools in Korea?” The “Hidden” Details: Isca knows the data points that aren’t on the official brochures—like which international schools actually help with visa applications or where teachers report the best work-life balance. A “Cheeky” Hello Gift 🎁 To celebrate her arrival, Isca has decided to start her tenure with a bit of a surprise. She’s feeling a little mischievous and wants to show off what she can do, but to find out about it you will have to sign up for our newsletter! Email * Subscribe Subscription form is not available at the moment How to Start You’ll see Isca’s friendly globe-head popping up on our App and across the site. Simply click the chat bubble and ask your toughest question. Is the salary in Zurich enough for a family of four? Which schools in Dubai are flagging for payment delays? Who has the best housing allowance in Southeast Asia? We Want Your Feedback! Isca is a learner, just like us. As you explore the site during this “open house” period, please leave comments and reviews about the AI Assistant. Your experiences are the fuel that makes Isca smarter and more helpful for the entire community. Go ahead—put her to the test. Your next great adventure is just one question away. Ron, the founder of the ISC The post AI Assistant guide to the world of International Schools appeared first on International School Community .

1 May 2026

Nearly half of South Asian applicants refused Australian study visas

A region-specific tightening is emerging, with nearly half of offshore higher education applicants from South Asian markets being refused study visas to Australia, and refusal rates ranging from around 35% to 70% in the first three months of 2026. Nepal has seen a 69% refusal rate over this period – a sharp turnaround from approval rates above 90% last year – while India (42%), Bangladesh (45%) and Sri Lanka (41%) have also recorded high refusals, with Pakistan the only market below 40% at 37%. All five rank among Australia’s top 10 source markets. In contrast, China continues to see refusal rates in the low single digits, while key Southeast Asian markets such as Vietnam, the Philippines and Indonesia – also among Australia’s top 10 source countries – range from around 4% to 15%, pointing to a more stable picture, with overall offshore higher education grant rates holding at around 70%. This comes even as application volumes remain substantial in key South Asian markets, with India recording over 7,000 primary lodgements in the January-March period, followed by Nepal at just above 5,000 and Bangladesh at nearly 3,800. While high refusal rates for students from South Asian countries are not surprising – following their reclassification to higher risk levels under the SSVF – some in the sector are puzzled by the “lack of clarity” around visa assessments, with concerns that genuine applicants are being caught up in the tightening. “No doubt there has been some increased interest from non-genuine applicants, driven predominantly by the government’s ill-advised decision to lower financial and English evidentiary requirements for many South Asian markets in September 2025 – before then (correctly) reverting to previous settings just months later,” a senior Australian university official told The PIE News , speaking on condition of anonymity. “As such, an increase in visa refusals is a rational response, but there is a sense the government may have over-corrected, with some genuine students caught in the crosshairs.” Month-on-month visa grant rates show that refusals remain elevated after February’s two-decade high of 32.5%, rising to over 40% in March, with Nepal among the hardest hit at 73% that month. While Nepal had over 70,500 students in Australia last year, lodgements spiked – with January up over 200% year-on-year – before easing in recent months, even as refusals continued to rise, signalling greater caution among students and agents. “Student footfall and counselling activity have declined, with students, parents and agents becoming more cautious as visa outcomes appear less predictable. We are also seeing more applicants withdraw due to long wait times and falling confidence,” said Mukesh Dhamala, regional director, South Asia, National Academy of Professional Studies (NAPS). “Following a rapid increase in application volumes, authorities are applying closer scrutiny, focusing on the quality and genuineness of applications. Common concerns include uniform-style financial documents, similar GS statements, generic SOPs, weak return-on-investment explanations, and superficial comparisons, often appearing templated rather than student-led.” Visa officers are now placing far greater weight on perceived credibility rather than simply whether applicants meet stated requirements, with closer scrutiny of the full cost of study, the source and sustainability of funds, and likely post-study outcomes Neil Fitzroy, OIEG International student financials have become a key driver of visa refusals, particularly for South Asian applicants. The Genuine Student (GS) test is placing greater scrutiny not just on access to funds but on the credibility, source and consistency of financial claims. According to Dhamala, this has prompted tighter financial screening – limiting education loans to selected banks, scrutinising financial documents more closely, and preferring fewer, close-family sponsors to present a more credible profile. The trend is also visible in India, where Sonya Singh, CEO and founder of SIEC Education , said success rates are now around 55-60%, with states such as Punjab, Haryana, Gujarat and Kerala considered high risk, and the focus shifting from the ability to pay for a course in Australia to the ability to repay a student loan after graduation. “That totally changes the assessment of GTE/GS requirements from sufficient funding to future outcomes and the repayment capacity of the family. This makes decision-making subjective and predictive — with visa officers effectively judging a student’s prospects years in advance, like gazing into a crystal ball,” said Singh. “Now, counselling starts with financial advice before moving on to what and where to study. Preparation begins almost a year in advance, with students and their families within our advising systems for nearly a year.” Just last month, assistant minister for international education Julian Hill wrote for The PIE about the need for integrity-related crackdowns and further tightening to create a more sustainable sector and continue attracting the best and brightest students to Australia. However, Neil Fitzroy, managing director, Australasia at Oxford International Education Group (OIEG), said the decision-making process has shifted “from largely objective thresholds to a more discretionary and, at times, opaque assessment”, warning this is deterring even high-quality students from choosing Australia. “Visa officers are now placing far greater weight on perceived credibility rather than simply whether applicants meet stated requirements, with closer scrutiny of the full cost of study, the source and sustainability of funds, and likely post-study outcomes,” said Fitzroy. “Students who would likely have been approved six to 12 months ago are now being refused on less transparent grounds. That uncertainty is feeding back into behaviour, with students and agents delaying applications and deposits. High non-refundable visa fees and the absence of an appeal mechanism are increasing perceived risk and deterring even strong student profiles.” Despite making up only 10% of the “evidence level” calculation, rising visa refusals could still impact universities’ immigration ratings, as ongoing uncertainty forces institutions to scale down future international student projections and focus on understanding government expectations. “At an operational level, universities continue to actively vet prospective students in line with Genuine Student requirements, while also adjusting their settings based on what they believe the government is looking for,” said the university official. “This, however, is challenging given the lack of clarity around how visas are being assessed and who will ultimately be granted a visa.” The current situation also presents an opportunity to strengthen structured, quality-focused recruitment, with greater emphasis on student preparedness and course fit in markets like India, according to Ritu Sharma, director, partner success, UKI & ANZ and head of operations, South Asia, Acumen . “Institutions are investing more in pre-application due diligence, including more rigorous financial screening and ensuring students can clearly articulate their study goals before offers and enrolments are confirmed,” said Sharma. “Universities are also reviewing agent relationships more carefully, with visa outcomes now weighted more heavily alongside application volumes, reflecting a broader shift towards transparency and accountability in recruitment practices.” The post Nearly half of South Asian applicants refused Australian study visas appeared first on The PIE News .

1 May 2026